Teachers can possess content knowledge and multiple strengths, but without a proper learning environment, students will not benefit from instruction. The goal of the learning environment standard is to hold teachers accountable for having a classroom setting that is safe, positive, and productive in maximizing education for students. Instructors who effectively exhibit the learning environment standard increase instruction time and decrease disruptions. While working with third graders, I utilized a website called Class Dojo. Students lost points for breaking rules and distracting others while they gained points for staying on task and showing exceptional behavior. Students could exchange their points after two weeks for non-tangible awards.

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Another way instructors can have a positive learning environment is by “respecting student diversity” (VDOE, 2011). Students have many differences, whether it is socioeconomic status, interests, or talents. They feel safe when they know their differences will be a source of appreciation rather than scrutiny. The picture below contains a first grader’s writing sample in which he shared about his dream place to travel. I gave all students the opportunity to present their writing in front of the class, while encouraging them to respect each other while presenting.

 

The last important way teachers can show the learning environment standard is by “working with students individually as well as in small groups and whole groups” (VDOE, 2011). Certain forms of presenting the material may be more effective than others, depending on expectations for student performance and background knowledge.  The slider contains artifacts from when I taught third graders about multiplication in a way that incorporated the entire class, small groups, and individuals.

 

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My paper on this standard can be found here: PPS Learning Environment.