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I learned how keeping a classroom engaged and keeping them determined mainly use external sources, so I believe how this would look in a classroom is by playing games, have them communicate with one another, or even having them do activities in class.

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9.1

Standard 9.1 looks like teachers setting goals in the classroom to manage emotions in the classroom. Increasing on task instructions and eliminated distractions, and encouraging activities and instructions to build students confidence.

Activities that encourage self reflection would be useful in the classroom to meet this standard

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I did checkpoint 3.1. This basically says that supplying background knowledge of what the kids should already know will help with what they are currently learning. Giving kids a bit of a refresh on past material can help bring up the old ideas so you can add on to them.

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7.3 Nuture joy and play

Encourage creativity and playfulness when learning because it’s just as important to development as anything else. Through sensory play, exploration, etc. everyone enjoys different things. It will also help keep the learner involved.

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Alyssa and Sam: We looked at checkpoint 7.1. Incorporating different choices for kids into the material, so that the kids can learn and enhance their learning. When you have a lesson and you incorporate tools used for exploration and production.

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Hope

Me and my parter talked about how growing relationships between students. We said this could look like putting students in table groups. I mentioned how my high school history teacher would put us in groups like this by combing desks and we would create a flag and each table would be its own country. He even made it where the countries would compete for points during the semester and we would win these points by answering questions or winning jeopardy when we would study in class for tests.

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The point of these guidelines are to help students develop other skills that go into life, like time management or social awareness, not just strictly academics or work.

9.1: Setting a weekly goal for the classroom, assign reflection assignments for students every so often, at good checkpoints in the course. A survey before the course begins may also be beneficial, informing the teacher of each student’s strengths and weaknesses, and preferred way of learning.

9.2: Send out reminders via email about assignments, promoting group work to help students develop social skills, have a reflection about said group work to indicate how well each group think they did, as well as give them an opportunity to reflect. Be open to supporting students or sending them in the right direction.

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Our engagement checkpoint is 7.2 Optimize relevance, value, and authenticity. It is saying that we should make classroom lesson’s relevant to a variety of lives and experiences we may have in our classroom. This looks like making lesson plans that include everyone in our classroom and their goals.

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We talked about how to grow relationships in a classroom. We came up with the idea that you could put desks in groups to create more relationships in the classroom.

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Checkpoint 7.4: It is our job as teachers to understand the complexities of our students’ disabilities and other complex needs they might need; that way we can create a supportive, student-centered learning environment. Creating a positive learning environment can minimize threats that could be harmful to students. This informs teaching by making activities that avoids biases and is includes all students using UDL

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9.3-

It promotes motivation through tracking student progress, and helps students stay engaged. If a teacher wanted to promote motivation, they could use charts or activities in both group and individual settings to create reflections on lessons, so students can easily identify what they have learned or gained from a topic.

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