It is my belief that all my students, regardless of their abilities, race, sex or ethnic backgrounds can learn and achieve success at their respective levels, when provided with the right resources, guidance and support, especially for diverse groups such as ESE students and ELL students. I will hold high expectations for my students, creating a learning environment that fosters a genuine excitement for learning, creativity and creative thinking, respect for rules and others, tolerance for diversity, as well as be good, charitable citizens in school and in their communities.
One learning goal I have for my students is to understand the content being taught, link their prior knowledge and the new skills and knowledge they have learned in the
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Students act on what they see, not what they are told, therefore instead of only telling them what is expected, I would show them examples and behave appropriately, so they can emulate me. For example, one of the rules of the classroom that the students and I created was to remain silent when another person is speaking. If I, as their teacher, do not practice this rule, the students would not be inclined to follow it either, which would render this classroom management strategy ineffective. This is supported by the socialist learning theory, which supports the use of modeling as a strategy for teaching new behavior (Charlotteaux, 2010). Modeling would also come into practice with presenting new content, where I would use the “I do”, “We do”, “You do” strategy. I would present the content, do 1 to 2 different assignments to demonstrate the content in relation to real-world, do an assignment with the students to reinforce the learning and then ask them to do an assignment on their own, which will be graded to ascertain their understanding and learning. I would set up learning centers to accommodate students who need additional instruction, such as English Language Learners (ELL) and Exceptional Student Education (ESE) learners. The ESE student’s Individual Education Plan (IEP) would be followed, ensuring the student has the appropriate assistive device to help them with their learning; for example, braille machines and audio books for visually impaired students, also electronic or paper-back dictionaries for ELL