Domain B- Secondary

Domain B: Classroom Environment

Student teacher establishes and maintains a purposeful and equitable environment for learning in which students feel safe, valued, and respected by instituting and setting clear expectations for student behavior.

To play, press and hold the enter key. To stop, release the enter key.

I have incorporated center based instruction in both indoor and outdoor lessons. This pedagogical strategy has allowed all students to be engaged in each step of a lesson, no student is wandering unengaged. This strategy allows for small group work, and students to effectively communicate and share their ideas toward a common goal.

"I was told today when dismissing, or attempting to dismiss my 8th grade in an orderly fashion that Ms. Eisele, “you're too much of a sunshine,” by one of my girls who was shaking her head at the boys in her class that have no respect for teachers. Sometimes I literally find myself physically putting my face in between these boys conversations across tables and they will talk through you like your a invisible. I am always asking myself what has made these kids think that this is acceptable behavior with teachers, although I have to remember that these are probably my most challenging students I have in that class."

Students are fully involved, and I love watching them in different stations so engaged; I look to my left and I see students cracking tiles and organizing them by color, look to amy right I have students mixing mortar, and I look straight on and watch my students filling clean sections with mosaic materials. The ultimate good feeling during this process is hearing students tell me the proper intricate steps to a mosaic installation to make it look clean, and explaining to me what mortar is, then hearing side conversations directing one another on, “how the first piece is not always the best,” or “what if we put this here and you grind this and put it here,” or “I will help so and so finish this section,” or “you may need more mortar, it should be oozing out the sides, let me get you more.” Now these statements are coming from a body of students who do not know all the names of their peers in their art class and who are working side by side to complete a permanent installation of collaborative artwork.