TEACHER QUALITY STANDARD II
Teachers establish a safe, inclusive and respectful learning environment for a diverse population of students
Element A: Teacher foster a predictable learning environment characterized by acceptable student behavior and efficient use of time in which each student has a positive, nurturing relationship with caring adults and peers.
CHAMPS Poster
The CHAMPS poster I created serves as a consistent visual aide for students, outlining the most important expectations for classroom etiquette, behavior, and participation. This poster will be displayed on multiple walls in my classroom, ensuring that students always have a reference point when they need a reminder of appropriate behavior. Each CHAMPS category clearly defines expectations based on the type of activity we are engaged in, this helps create a predictable learning environment. By reinforcing these guidelines daily, I wish to create a classroom where students feel safe, supported, and confident in their roles as art learners. As a student teacher, my role was to establish and maintain these boundaries in ways that encourage positive relationships, teacher to student, student to teacher, and student to student.
Element B: Teacher demonstrate an awareness of, a commitment to, and a respect for multiple aspects of diversity, while working toward common goals as a community of learners.
Mudra Hand Sculpture
This was actually the first lesson plan and presentation I created, and it holds deep personal significance. My good friend and fellow student teacher traveled to the U.S. from India as a master yoga instructor, which inspired me to introduce my students to a meaningful aspect of his culture. I designed this project to help students explore the importance of Mudras in traditional Indian artwork, fostering an appreciation for cultural symbolism and storytelling through hand gestures. This lesson encouraged students to recognize how Mudras appear not just in historical Indian art but also in everyday media, helping them draw connections between cultural traditions and modern representation. By engaging with this lesson, students expanded their understanding of diversity in artistic expression while working toward a shared goal of creative exploration and cultural awareness. As a student teacher, my role was to create a space where students could engage with and respect cultural traditions outside their own. This lesson was designed to promote inclusivity and meaningful discussions, reinforcing that art is a powerful tool for understanding and honoring diverse perspectives.
Element C: Teachers engage students as individuals, including those with diverse needs and interests, across a range of ability levels by adapting their teaching for the benefit of all students.
History of Ceramics:
Skeleton Notes
To ensure that all students—regardless of learning style, ability level, or background—could engage with my History of Ceramics presentation, I provided skeleton notes as a support tool. These notes helped students follow along, stay organized, and focus on key concepts without the pressure of writing everything down from scratch. Beyond just supporting the lecture, the skeleton notes were also used immediately after the lecture in a Jeopardy-style review game. This gave students a chance to apply what they had learned in an interactive way, reinforcing key information while making learning fun and building team spirit. As a student teacher, my role was to think through my instructions so that every student, regardless of ability, had access to the content in a way that supported their success. By integrating the skeleton notes with a game-based review, I created a multi-modal learning experience that catered to visual, auditory, and kinesthetic learners, ensuring that students stayed engaged while reinforcing their understanding of ceramics history.
Element D: Teachers work collaboratively with the families and/or significant adults for the benefit of students.
Positive Referral Emails
Parent communication can be daunting as it often focuses on behavioral concerns. While I did have to send one of those emails, I also wanted to flip that narrative by reaching out to families with positive emails celebrating students who were excelling in my class. These messages highlighted hard work, creativity, and collaboration, reinforcing that students’ efforts were recognized and valued. The response was overwhelmingly positive—several parents replied that they had never received a good-news email about their child before and expressed how much it meant to them. This simple shift in communication helped strengthen relationships between school and home, fostering a sense of pride and encouragement that could further motivate students. As a student teacher, my role was to build positive connections between students, their families, and the classroom environment. By proactively sharing students' successes, I helped create a supportive and collaborative learning community, reinforcing that education is a team effort between teachers, students, and their families.