Domain II: Establishing a Learner-Centered Environment

Proficiency: The teacher creates a classroom environment of respect and rapport that fosters a positive climate for learning, equity, and excellence.

                Cooperative learning groups are frequently used in my classroom.  To show how I create learning activities that emphasize collaboration and teamwork, I have attached my sonnet explication lesson plan.  This lesson, given on March 1, was designed for an English II class and placed students in groups of four for the entirety of the class period.  Signs with students’ names hanging from the ceiling, above the grouped desks, indicated where students should sit.  I made the groups according to the permanent seating chart so that students who have little contact with others due to seating placement would have the opportunity to work together.  Aside from the warm-up, students were asked to complete all activities together.  The groups began by explicating a Shakespearean sonnet together.  Then, they completed a TP-CASTT on a sheet of poster paper.  They presented their TP-CASTT poster as a group, with each member required to explain at least one element of the sonnet.

                To illustrate that I employ safe practices in designing, planning, and implementing all instructional activities, I have attached my PowerPoint that accompanies the lesson.  The primary focus of the PowerPoint was to help establish the rules and procedures of the group work so that a safe and open environment was created for all students.  The whole group was made aware of the progression of activities and the roles of their group members.  This ensured that there was a distributed responsibility between the students.  I also believe it is important to tell students that they will be required to present in front of the class ahead of time.  Some students experience emotional distress or increased anxiety when asked to present and by giving them plenty of time to discuss the process with their group, they will more comfortable and prepared.

                To show that I model respect for student diversity and encourage all students to work together cooperatively, I have submitted the group role placard.  One placard of each role was taped on a desk in every group so that each student in the group would complete a different role.  I wrote the name of the group member on the placard.  This meant that students could not switch roles.  When assigning roles, I focused on student characteristics and areas of strengths and weaknesses.  Students who were frequently off-task in class were assigned to the “Timekeeper” role and given the responsibility of ensuring that their group finished the activities on time.  Because each student was given a different role, the group had to work cooperatively to experience success in the activities.  I have also submitted two examples of student work that was completed as a group.  Students were required to explicate the sonnet on their own paper but were asked to discuss the poem and their annotations while doing so. 

Student annotation of Shakespeare’s Sonnet 140.

Student annotation of Shakespeare’s Sonnet 138.

                I also consistently and effectively enforced high expectations for student behavior and have attached two student completed stop cards to illustrate.  The groups were made aware that they would receive two warnings for failing to work cooperatively.  After two warnings, each member of the group was given a stop card and asked to spend one minute writing the ways they believe they should change their actions.  Only one group had to complete stop cards.  Of this group, one student was working, one student was copying the work, and two students were engaged in a side conversation.  Even though one young man was completing the sonnet explication, he was not fulfilling the requirements of the activity because he was not working with his group.  Thus, he too received a stop card.  The changes in the group after completing the stop card were positive.  The group completed the activity together and, although they did not finish in the given amount of time, they worked as a team for the rest of the class period.

Student completed stop card.

Student completed stop card.

                To show that I respond flexibly to students during a lesson, adjusting my instruction as needed depending on student progress, I have provided a link to Achieve3000, an online reading program used as the warm-up for this lesson.  Achieve3000 gives every student the same nonfiction article, but tailors the article to individual lexile levels.  Some students read the article and complete the subsequent multiple choice and writing activity quickly while others require more time.  This means that I must be flexible, as the class is not ready to transition to the next activity at the same time.  To combat this issue, I provide copies of UpFront Magazine, a publication from The New York Times and Scholastic, for students to read when they complete Achieve3000.  This ensures that all students are working during the warm-up, even though they are working on several different tasks, and allows slower students to have the same opportunity as the more fast paced students.