Title: Application for the Future: Building Positive Student-Teacher Relationships

Description:
One concept from this course that really resonated with me was the importance of building positive student-teacher relationships. I learned that students perform better academically and socially when they feel safe, respected, and supported by their teacher. Building strong relationships helps create trust in the classroom and encourages students to participate and take risks in learning. As a future teacher, I believe relationships are the foundation of a successful classroom.

Example:
In my future classroom, I plan to build strong relationships by greeting each student at the door every morning and checking in with them regularly. I want to learn about their interests, strengths, and challenges so I can better support them as individuals. I will also create opportunities for students to share about themselves through classroom discussions and activities. By making students feel valued and heard, I hope to create a classroom environment where they feel comfortable, confident, and ready to learn.

Resource Materials:
Morning meeting activities and student interest surveys.

Title: Application for the Future: Differentiated Instruction

Description:
A second concept that stood out to me was differentiated instruction. This means recognizing that students learn in different ways and adjusting instruction to meet their individual needs. I learned that not every student learns at the same pace or in the same way, so teachers must be flexible in how they teach. This concept is important to me because I want all students to feel successful in my classroom.

Example:
In my future classroom, I plan to use different teaching strategies such as small-group instruction, hands-on activities, visuals, and technology to support different learners. For example, during a reading lesson, some students may work independently while others may need extra support in a guided reading group. I also want to offer choices in assignments so students can show what they know in ways that fit their strengths. By differentiating instruction, I can better meet the needs of all my students and help each one reach their full potential.

Resource Materials:
Flexible grouping strategies and classroom learning centers.

Title: Application for the Future: Social-Emotional Learning (SEL)

Description:
A third concept that really impacted me was social-emotional learning, or SEL. I learned that students need emotional support just as much as academic support in order to be successful. SEL helps students develop skills like emotional regulation, problem-solving, empathy, and communication. This is important because students who feel emotionally supported are better able to focus and engage in learning.

Example:
In my future classroom, I plan to include daily social-emotional learning activities such as morning check-ins, classroom discussions, and mindfulness exercises. I want students to feel comfortable expressing their emotions and learning healthy ways to manage them. I will also teach conflict-resolution strategies so students know how to solve problems respectfully. By making SEL a regular part of the school day, I can help students build important life skills while creating a caring and supportive classroom environment.

Resource Materials:
Emotion check-in charts and mindfulness activities.

Description:
Progressivism focuses on student-centered learning, real-world connections, and active engagement. This philosophy emphasizes that students learn best through experience, collaboration, and problem solving. Instead of memorizing information, students are encouraged to think critically and apply their knowledge in meaningful ways.

Example:
In my 6th grade ELA classroom, I will apply progressivism by designing lessons that connect to real-life situations. For example, during our Titanic unit, students will research real passengers and create presentations explaining their survival. This allows students to analyze information, make claims, and support their thinking with evidence. I will also include group discussions and collaborative activities so students can learn from each other. Students will have some choice in how they present their work, which increases engagement and ownership. This approach helps students build critical thinking and communication skills.

Resource Materials: Better Than Carrots or Sticks: Restorative Practices for Positive Classroom Management.

Description:
Restorative practices focus on building relationships, accountability, and repairing harm instead of punishment. This approach helps students reflect on their actions and understand how their behavior affects others. It creates a more respectful and supportive classroom environment.

Example:
In my classroom, I will use restorative conversations when behavior issues occur. Instead of immediately giving consequences, I will ask students questions like “What happened?” and “How can you fix it?” "How can we make better decisions?" This helps students take responsibility for their actions. I will also build strong relationships through daily interactions and check-ins with students. Clear expectations and consistency will still be in place, but the focus will be on growth and accountability. This approach helps students learn from mistakes and builds a positive classroom culture.

Resource Materials: Course readings over inclusiveness and diversity from Foundations Pressbook

Description:
Culturally responsive teaching focuses on recognizing and valuing students’ backgrounds, experiences, and identities. It ensures all students feel seen, respected, and included in the classroom. This approach helps create equity and supports diverse learners.

Example:
In my classroom, I will include diverse texts, perspectives, and examples in my lessons. For example, when teaching literature, I will choose stories from different cultures and backgrounds so students can connect to the content. I will also create a classroom environment where all students feel comfortable sharing their ideas and experiences. I will adjust instruction to meet different learning needs and provide support when needed. I will also communicate with families to better understand my students. This helps build trust and creates a more inclusive classroom environment.

Resource Materials: Pressbook, John Dewey and Progressivism overview from Pressbook Chapters 4–9

Title: Application for the Future: Autobiographical Narrative

Description: An autobiographical narrative is a tool that allows educators to understand their students in several different aspects of their life which enables them to teach them in the most effective ways possible. When you know what background a student comes from, you are able to cater to their needs specifically which will allow them to succeed greatly. It also helps build connections between you and your students because you are able to recognize why they may show certain behaviors and you can be more understanding of their situation. 

Example: At the beginning of the year, I will show a slideshow of my own in-depth autobiographical narrative to let the students get to know me and where I come from. Then, I will ask students questions that pertain to each category of an autobiographical narrative and I will have them perform a different action based on their response (ex. I will ask students to snap their fingers if they speak one language or pat their legs if they speak two or more languages). This would be something we would do at the beginning of every class to get our bodies and minds moving. Throughout the year, I would learn more and more about each of my students and my students would also begin to learn about their classmates. Not only will I be more compassionate and understanding of my students’ situations, I hope my students will learn to do the same for their peers.

Resource Materials: I really enjoyed this quote from the eBook in chapter 2 when discussing autobiographical narrative: “According to Herrera (2010), “understanding the core aspects of each student is essential to the process of identifying the skills and knowledge that he or she brings to the classroom” (p. 7)”

Title: Application for the Future: Culturally Responsive Teaching

Description: Culturally Responsive Teaching is the idea of being aware of not only your students’ cultures and identities but also your own cultural identity. Connecting with your students through their cultures is a great way to build relationships and trust with your students. It also helps students feel welcome if they know you are willing to understand who they are and where they come from, overall creating a positive and inclusive environment.

Example: If I am teaching in an area with a high Spanish speaking community, then I may pick songs for us to learn at the beginning of the year to build rapport with my students. If I start with something familiar to them, then they may be more open to different musical and cultural ideas when I introduce them later on in the year. It also gets students excited and interested in what we are learning in class if I cater to their culture. I think my lesson plan on triplets when I used Bad Bunny as my hook is a great example of this because it will get students intrigued about the topic because they are familiar with Bad Bunny and his music.

Resource Materials: Here is a video that I may use in class: https://youtu.be/xyYJWv0_2CI?si=mWWLDA0w-npu68j3

Title: Application for the Future: Social Reconstructionism 

Description: Social Reconstructionism is the idea of enlightening students on issues going on in the world and giving them the resources to be able to think critically about the topic. Teachers often give direction on where conversations start, but never directly dictating where the conversation may end or how to get there. The goal of this philosophy is to enable students to know how and what actions to take in order to make change within society.

Example: I would show examples of how music has been used as protest or societal commentary throughout history, such as the ending of Bad Bunny’s halftime show with the messaging on the screens that said “The only thing more powerful than hate is love”, or, if I were teaching an older group of kids such as high school ages children, I would show the music video for Childish Gambino’s “This is America”. I would show my students these videos and ask them what they think the meaning is behind the choices in the video. For my younger students, I would frame it in a way of asking why someone like Bad Bunny would say something like that to get them thinking about the world around them. For my older students, I would want them to wonder why Gambino made the choices he made in the making of the video and, perhaps, explore the feelings they experienced while watching the video because some elements can be distressing or upsetting. 

Resource Materials: A picture from Bad Bunny’s halftime show to appeal to them because of its popularity but also to get them thinking about all of the choices, intentional or not, that Bad Bunny made during his performance.

Description: Funds of Knowledge refers to the idea that students bring valuable knowledge, skills, and experiences from their homes and communities. These experiences can be used to enrich classroom learning and make instruction more meaningful. This approach encourages teachers to connect lessons to students’ cultural backgrounds and real-life experiences. It helps students feel valued and included in the learning process.

Example: In my future classroom, I would apply Funds of Knowledge by learning about my students’ backgrounds through conversations, surveys, and classroom activities. For example, I might invite students to share family traditions or cultural experiences during lessons. I would also connect academic content to their real-world experiences. For instance, if a student helps in a family business, I could connect that experience to math or economics lessons. This would help students see that their personal experiences are important and connected to learning.

Description: Growth mindset is the belief that intelligence and abilities can be developed through effort, practice, and persistence. Instead of seeing mistakes as failures, students view them as opportunities to learn and improve. This concept encourages resilience, motivation, and a positive attitude toward challenges. Teachers who promote a growth mindset help students understand that success comes from effort and learning over time.

Example: In my future classroom, I would apply growth mindset by consistently praising effort rather than just correct answers. For example, if a student struggles with a math problem, I would say, “I like how you kept trying different strategies,” instead of focusing only on the final answer. I would also allow students to revise assignments after receiving feedback so they can see their progress. Additionally, I would remind students that mistakes help their brain grow and are part of learning. This would help students become more confident and persistent learners.

Description:
Progressivism is a philosophy of education that focuses on student-centered learning, hands-on experiences, and preparing students for real-life problem solving. Instead of memorization and lecture-based instruction, progressivism emphasizes collaboration, inquiry, and critical thinking. Teachers act as facilitators who guide students as they explore and construct their own understanding. This approach values student interests and encourages active engagement in learning.

Example:
In my future classroom, I would apply progressivism by using project-based learning where students work in groups to solve real-world problems. For example, students could design a plan to reduce waste in their school by researching recycling methods and presenting solutions to the class. I would allow students to take ownership of their learning by giving them choices in how they present their projects, such as creating posters, videos, or presentations. This approach would help students build collaboration skills while making learning meaningful and relevant

Building student confidence is an important aspect of the classroom. Many students believe they are either naturally smart or naturally dumb, because thats what they are usually told. I want all students to feel confidence in their abilities. They should all be able to learn from their mistakes and build their skills through effort and practice.

In my classroom, I would allow for opportunities to improve on current grades. Say a student got a 70, 80, or even 90 on a test. I would allow a makeup day for revisions and fixes. This encourages them to grow and improve. I would praise effort and improvement just as much as high grades. I would praise participation rather than require it. That should help students become more confident in themselves.

I want my students to feel at easy around me. When I was in high school, I knew of many teachers that put students on edge because of their habits. I want my students to be in a comfortable environment that enables them to grow at the best possible pace for them. I want my students to feel willing to participate, comfortable enough to ask questions, and interested enough to stay engaged in class. Teacher-student relationships are extremely important in the classroom.

I would make an effort to know each student and pay attention to their goals, hobbies or interests. This way, they feel more at ease with me. Some teachers demand respect, I would earn my respect. I wouldn't try to force it either like some teachers. I want it to be natural. I'll put in effort, but more behind the scenes than some teachers. (not a big fan of set times for discussions about life, they should come naturally)

I want my students to be more active in learning than just passive in learning. Lectures are passive learning. Students decide what to listen to and when to listen. I want to make my lessons engaging enough that students will pay attention all the way through, regardless of the content. Students should be encouraged to be creative in their own ways. Students that are encouraged to flourish where they are most comfortable are students that grow more.

In my classroom I would ensure I balanced all my lessons to be interesting yet informative. I would get to know each student and try to tailor to their needs as well as the needs of the group. I would help students that need help, but also allow them to learn in the environment that suits them best. Student centered learning with a guide (the teacher) is most effective when paired with the application Building Relationships with Students.

Description:

One idea from this course that really connected with me was student-centered learning and the philosophy of Progressivism. I learned that students learn best when they are actively involved in the learning process instead of only listening to lectures or memorizing information. The Pressbook explained how Progressivism focuses on creativity, problem-solving, collaboration, and real-world experiences that make learning meaningful for students. This stood out to me because every student learns differently, and not every child succeeds in a traditional “sit down and memorize” environment. I liked the idea of giving students more opportunities to explore, ask questions, and connect lessons to their own lives.

Example:

In my future classroom, I want students to feel involved and engaged instead of feeling like they are only there to complete assignments. I would like to use more group activities, discussions, hands-on projects, and real-life examples so students can actively participate in learning. For example, instead of only teaching from a textbook, I could have students work together to solve problems, create presentations, or connect lessons to experiences from their own communities and lives. I also want students to feel like their opinions and ideas matter in the classroom. As someone who has learned a lot through personal experiences outside of school, I understand that learning can happen in many different ways. I want my future classroom to feel supportive, interactive, and centered around helping students grow as individuals instead of only focusing on test scores.

Description:

One concept that really stayed with me throughout this course was the importance of building strong relationships with students. The Pressbook talked a lot about how students learn better when they feel safe, respected, and understood by their teacher. I realized that teaching is not only about academics, but also about creating trust and making students feel like they belong in the classroom. This stood out to me because every student comes from a different background and may be dealing with struggles that are not always visible. A strong teacher-student relationship can make a huge difference in a child’s confidence and motivation to learn.

Example:

In my future classroom, I want to make sure students feel comfortable talking to me and know that I genuinely care about them as people, not just as students. One thing I would like to do is spend time getting to know students individually through small conversations, check-ins, and classroom activities that allow them to share about themselves. I also want to create a classroom environment where mistakes are treated as part of learning instead of something embarrassing. As a parent myself, I understand how important it is for children to feel supported and encouraged, especially when they are struggling. I want students to feel like my classroom is a place where they are respected, heard, and able to grow both academically and personally.

Description:

Another idea that really connected with me this semester was the idea of growth mindset and creating a positive classroom environment. I learned that students perform better when they believe they can improve through effort and practice instead of thinking they are either “smart” or “bad” at something. This concept changed the way I think about mistakes in education. Instead of seeing failure as something negative, I now see it as part of the learning process. The course also showed how important it is for teachers to create a classroom atmosphere where students feel encouraged instead of judged.

Example:

In my future classroom, I want to encourage students to keep trying even when they struggle with assignments or difficult subjects. Instead of focusing only on grades, I would focus more on progress, effort, and improvement over time. For example, if a student is frustrated with math or reading, I would remind them that learning takes time and everyone grows at their own pace. I also want to use positive reinforcement and supportive feedback instead of making students feel embarrassed for making mistakes. I think having a positive classroom environment can help students build confidence and reduce anxiety about school. This is something that will stick with me because I know how much encouragement and support can impact someone’s willingness to keep going.