Competency 5 & 6:
Competency 5: The teacher knows how to establish a classroom climate that fosters learning, equity and excellence and uses this knowledge to create a physical and emotional environment that is safe and productive.
The beginning teacher:
A. Uses knowledge of the unique characteristics and needs of students at differentdevelopmental levels to establish a positive, productive classroom environment (e.g.,encourages cooperation and sharing among younger students; provides middle-levelstudents with opportunities to collaborate with peers; encourages older students’respect for the community and the people in it).
B. Establishes a classroom climate that emphasizes collaboration and supportiveinteractions, respect for diversity and individual differences and active engagementin learning by all students.
C. Analyzes ways in which teacher-student interactions and interactions amongstudents impact classroom climate and student learning and development.
D. Presents instruction in ways that communicate the teacher’s enthusiasm for learning.
E. Uses a variety of means to convey high expectations for all students.
F. Knows characteristics of physical spaces that are safe and productive for learning,recognizes the benefits and limitations of various arrangements of furniture in theclassroom and applies strategies for organizing the physical environment to ensurephysical accessibility and facilitate learning in various instructional contexts.
G. Creates a safe, nurturing and inclusive classroom environment that addressesstudents’ emotional needs and respects students’ rights and dignity.
Competency 6: The teacher understands strategies for creating an organized and productive learning environment and for managing student behavior. The beginning teacher:
A. Analyzes the effects of classroom routines and procedures on student learning, andknows how to establish and implement age-appropriate routines and procedures topromote an organized and productive learning environment.
B. Demonstrates an understanding of how young children function in groups anddesigns group activities that reflect a realistic understanding of the extent of youngchildren’s ability to collaborate with others.
C. Organizes and manages group activities that promote students’ ability to worktogether cooperatively and productively, assume responsible roles and developcollaborative skills and individual accountability.
D. Recognizes the importance of creating a schedule for young children that balancesrestful and active movement activities and that provides large blocks of time for play,projects and learning centers.
E. Schedules activities and manages time in ways that maximize student learning,including using effective procedures to manage transitions; to manage materials,supplies and technology; and to coordinate the performance of noninstructionalduties (e.g., taking attendance) with instructional activities.
F. Uses technological tools to perform administrative tasks such as taking attendance,maintaining grade books and facilitating communication.
G. Works with volunteers and paraprofessionals to enhance and enrich instructionand applies procedures for monitoring the performance of volunteers andparaprofessionals in the classroom.
H. Applies theories and techniques related to managing and monitoring student behavior.
I. Demonstrates awareness of appropriate behavior standards and expectations forstudents at various developmental levels.
J. Applies effective procedures for managing student behavior and for promotingappropriate behavior and ethical work habits (e.g., academic integrity) in theclassroom (e.g., communicating high and realistic behavior expectations, involvingstudents in developing rules and procedures, establishing clear consequences forinappropriate behavior, enforcing behavior standards consistently, encouragingstudents to monitor their own behavior and to use conflict resolution skills,responding appropriately to various types of behavior).
Contact Me: Email: [email protected] Phone: 214-862-8006