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Understanding Students in Classroom 1B

A first year teacher demonstrated their knowledge of students by reviewing IEPs to learn about students' academic, social, emotional, and physical needs, and created "Snapshots" with important information. Baseline testing was also used to determine student groups. The teacher had students complete a "Getting to Know You" activity on the first day to learn more about students personally and their comfort levels. Ongoing conversations have helped the teacher continue learning about students' lives outside of school and build relationships. Going forward, the teacher wants to learn more about students' cultural beliefs.

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163 views1 page

Understanding Students in Classroom 1B

A first year teacher demonstrated their knowledge of students by reviewing IEPs to learn about students' academic, social, emotional, and physical needs, and created "Snapshots" with important information. Baseline testing was also used to determine student groups. The teacher had students complete a "Getting to Know You" activity on the first day to learn more about students personally and their comfort levels. Ongoing conversations have helped the teacher continue learning about students' lives outside of school and build relationships. Going forward, the teacher wants to learn more about students' cultural beliefs.

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Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Greensburg Salem Professional Reflection on Effective Teaching & Learning

Danielson Domain & Component: 1B: Demonstrating Knowledge of Students

Description of Artifact:

Student and Teacher “Getting to Know You” Activity


Reviewed all IEPs and created “SnapShots”
Baseline testing (WRAT4 and Placement Tests)

Justification for proficient or distinguished rating within Domain & Component:

Being a first year teacher who has had no prior knowledge of my students who span over four
grade levels, I turned to my IEPs to familiarize myself with them before they even set foot in my
classroom. The IEPs allowed for me to determine where my students are academically, socially,
emotionally, and physically. I was also able to read input from many of their prior teachers and
input from their parents. From the information in the IEPs, I filled out “IEP Snapshots” with
important information (such as parent contact information, student medical needs, related
services schedules, etc.) into a confidential student information binder.

Of course, getting to know my students on paper is a completely different experience than


getting to know them in person. Throughout the first week of school, I pulled students to
complete baseline testing of skills in order to determine what groups students needed to be in
to best have their needs met.

Finally, when my students were finally welcomed into my classroom, we all completed a
“Getting to Know You” activity. While working on this activity, I was able to have conversations
both one-on-one and in small groups to learn more about my students’ personal lives.
Additionally, students had the option to either read their answers aloud to the whole class, or
just have a private conversation with me. This enabled me to determine my students’ comfort
levels with speaking up in small groups.

Reflection on future growth within Domain & Component:

As the weeks have gone by, all of my students have come “out of their shells,” including my
quietest who didn’t speak more than two words to me during the first week of school. I am now
holding conversations about “Nerf Wars” I know my one student participates in with his
brother each weekend, and asking other students how their baseball games went over the
weekend. These conversations are making lasting impacts on my students, and allowing for me
to create those high-quality teacher/student relationships that GS strives for. Looking to the
future with the holidays quickly approaching, I hope to find out more information about the
beliefs of my students so that I may create a culturally-sensitive classroom.

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