Standard  1  -­‐  Teaching  Diverse  Students    

One  of  the  biggest  ways  I  demonstrate  understanding  of  teaching  diverse  students  is  
through  differentiated  instruction.    By  creating  different  assessments  and  instructional  
materials  for  each  lesson  every  day,  I  strive  to  make  sure  that  each  student  is  reached.    
Students  have  different  ways  of  learning  that  work  for  them  individually  and  their  diverse  
characteristics  play  a  large  role  in  that.    I  try  hard  to  make  sure  that  I  am  incorporating  several  
best  practice  teaching  strategies  and  techniques  to  meet  the  needs  of  all  students  learning  
styles.    Another  way  I  feel  I  truly  show  understanding  is  through  building  personal  relationships  
with  each  student  and  their  families.    I  feel  strongly  about  understanding  where  a  child  comes  
from,  what  they  deal  with  at  home,  and  how  that  affects  their  behavior  and  their  academics.    I  
strive  to  be  an  advocate  for  all  my  students  and  to  me  that  means  learning  about  them  and  
from  them.    It  is  important  to  me  to  include  some  cultural  diversity  within  lessons  at  least  a  
couple  times  a  year  and  helping  students  in  my  class  to  learn  about  their  heritage  and  their  
classmates  heritage  in  a  positive  and  respectful  manner.    My  students  come  from  a  variety  of  
home  lives,  backgrounds,  languages,  and  social  class  therefore  understanding  that  part  of  them  
helps  me  understand  them  in  the  classroom  and  as  valued  individuals.      

 
This  student  is  using  the  pointer  to  point  to  each  word  as  the  class  reads  the  story  out  loud.    
This  student  has  trouble  focusing  and  following  along,  therefore  I  like  to  include  him  by  tending  
to  his  needs  using  the  pointer.    This  involvement  forces  him  to  follow  along  as  well  as  makes  
him  feel  important  in  the  classroom.  
 
Standard  4  -­‐  Learning  Environment    
Creating  a  safe  and  positive  learning  environment  is  a  key  factor  in  my  mission  
statement.    I  want  to  create  an  environment  where  children  feel  comfortable  being  themselves,  
taking  risks,  and  learning.    It  is  important  to  me  that  students  become  in  touch  with  their  
emotions,  are  able  to  recognize  them,  and  learn  ways  to  cope  with  them.    In  my  ideal  classroom  
I  would  have  a  safe  spot  where  students  can  go  to  when  emotionally  needed.    This  ensures  
students  that  they  have  somewhere  to  go,  a  place  that  is  consistent,  and  that  they  are  allowed  
to  express  themselves  as  long  as  they  are  causing  no  harm  to  themselves  or  others.    Mutual  
respect  is  something  that  comes  naturally  to  me  and  I  do  this  by  making  sure  my  students  know  
that  I  am  here  for  them  and  build  a  personal  relationship  with  them  but  that  I  am  also  a    figure  
of  authority  in  the  classroom  and  they  need  to  respect  that.    I  treat  my  students  how  I  would  
want  to  be  treated  and  I  expect  the  same  from  them  even  at  a  young  age.    I  enjoy  having  a  lot  
of  space  in  the  classroom  because  I  tend  to  include  a  lot  of  hands  on  and  active  movement  
within  my  lessons.    This  is  a  great  way  to  create  a  healthy  learning  environment  as  well  as  by  
having  positive  messages  posted  on  the  classroom  walls  and  daily  routines.  

 
Creating  an  environment  where  students  are  free  to  move  around  and  are  not  afraid  to  take  
academic  risks  is  something  I  work  on  each  day  in  the  classroom.    Pictured  above  are  two  
students  completing  a  science  experiment  where  they  were  free  to  work  hands  on,  take  risks,  
and  challenged  to  think  outside  the  box  making  real-­‐life  connections.  
 
Standard  6  -­‐  Reading,  Writing,  and  Oral  Communication    
In  the  young  grades  we  spend  a  lot  of  time  working  on  reading,  writing,  and  oral  
communication.    I  encourage  my  students  to  write  freely  whenever  possible  and  enjoy  having  
them  write  to  me  where  they  know  they  can  share  anything  and  I  am  able  to  respond  back  
either  verbally  or  written.    Reading  is  something  that  I  hated  growing  up  and  I  find  it  important  
to  encourage  my  students  to  read  whenever  they  have  free  time.    Teaching  strategies  that  help  
them  become  better  readers  is  something  I  try  to  incorporate  not  only  during  designated  
reading  and  writing  time  but  in  other  subject  areas  as  well.    I  demonstrate  and  model  positive  
oral  communication  and  encourage  my  students  to  talk  things  out  in  many  lessons.    There  is  a  
strong  connection  between  reading,  writing,  and  oral  communication  which  I  demonstrate  
through  active  and  multimodal  learning  in  lessons  each  day.    In  my  ideal  classroom  I  would  have  
a  writing  and  reading  center  which  students  would  have  access  to  multiple  times  a  day.    The  
more  students  are  exposed,  the  better  their  skills  will  be.      
  
 
Standard  8  -­‐  Collaborative  Relationships    
Building  collaborative  relationships  is  a  big  priority  in  my  mission  statement  and  my  
philosophy  as  a  teacher.    Collaborating  with  others  comes  naturally  and  I  enjoy  being  a  part  of  
teams  within  the  school  to  work  with  other  colleagues  and  professionals.    I  hope  to  get  involved  
on  some  teams  when  I  have  a  full-­‐tome  position.    Parent-­‐communication  is  a  key  part  in  my  
students  success  and  there  are  several  ways  I  reach  out  to  parents  for  involvement  in  their  
child’s  academics.    I  enjoy  holding  several  conferences  a  year  and  being  available  for  
appointment  made  conferences  from  family  members  of  my  students.    While  I  don’t  find  it  
necessary  to  know  everything  about  my  students  and  their  families  lives,  I  find  that  often  times  
the  more  I  know  the  more  I  understand  and  am  able  to  help  in  some  cases.    Being  an  advocate  
for  my  students  means  also  being  an  advocate  for  their  families  and  sometimes  I  may  be  able  to  
direct  them  to  certain  resources  they  may  not  otherwise  have  access  to  or  even  know  of.    
Having  a  relationship  with  my  students  lets  them  know  that  I  am  here  for  them  and  they  are  
able  to  feel  cared  about  and  hopefully  understood  most  of  the  time.    I  plan  to  send  out  
newsletters,  have  email  access,  and  a  website  where  parents  can  stay  up  to  date  and  informed  
as  well  as  reach  me  when  needed.    Reaching  out  to  community  members  when  applicable  to  
certain  lessons  is  a  great  way  to  get  my  students  involved  and  aware  of  community  
involvement.      Overall,  collaboration  is  something  that  I  find  necessary  to  my  success  as  a  
teacher  not  only  with  other  teachers  and  professionals  in  the  building  but  with  parents  and  
community  members  as  well.  
 
Standard  9  -­‐  Professionalism,  Leadership,  and  Advocacy    
Professionalism  is  something  we  have  learned  to  exhibit  since  our  first  education  class  
at  Bradley.    What  I  have  learned  is  that  being  a  professional  goes  beyond  just  in  the  classroom.    
I  display  professionalism  in  how  I  carry  myself  in  the  school,  in  classrooms,  and  outside  of  
classrooms  when  class  is  not  even  in  session.    Being  a  professional  is  about  being  on  time,  
dressing  appropriately,  being  a  leader,  and  being  involved  in  the  school  community.    I  exhibit  
leadership  in  the  classroom  and  believe  in  showing  it  outside  of  the  classroom  as  well.    I  enjoy  
being  involved  in  coaching  and  after  school  activities  that  involve  the  students.    Allowing  the  
students  to  see  you  in  leadership  roles  outside  of  the  classroom  can  change  their  entire  
prospective  of  you.    I  believe  this  involvement  shows  the  students  and  parents  that  I  am  
invested  in  them  not  only  academically  but  as  a  whole.    I  advocate  for  my  students  and  their  
families  with  constant  communication,  making  sure  that  my  students  are  getting  the  best  they  
can  with  anything  school  related  and  outside  of  school.    I  also  advocate  for  my  students  when  I  
set  them  up  for  success  in  the  classroom  and  cheer  them  on  outside  of  the  classroom.    Being  a  
professional  allows  me  to  collaborate  with  other  teachers  and  administrators  in  the  building  
during  meetings  and  on  teams  that  benefit  the  school.    Professionalism  is  something  I  continue  
to  build  as  I  experience  new  environments,  students/families,  and  other  professionals.    This  is  a  
part  of  my  lifelong  learning  and  developing.