FEAPS 2

The blog hyperlinks work when the PowerPoint is in

presentation mode!

FEAP 2A
Organizes, allocates, and manages the resources of time, space,
and attention

e following link provides blogs where I discuss and provide examples of how I have met the criteria for FEAP
http://tashamichele.weebly.com/blog/category/feap
-2a
This recording provides a rationale of how these blogs fit the
criteria for this goal:

FEAP 2B
Manages individual and class behaviors through a well-planned
management system
Supervisor Observation
During my supervisor observation you can see me execute a very subtle headshake at 3:15 with the
purpose of stopping a student from writing when he should have been listening to me. This
technique worked because he set the pencil down in his designated pencil spot. For this particular
student I use nonverbal techniques at all possible times because anything verbal or embarrassing
and the minor situation turns into a battle of wills that he does not easily back down from.

FEAP 2C
Conveys high expectations to all students
Starting at timestamp 12:00 I convey high expectations to all students. I state that every table
group is expected to choose two objects from around the classroom. They are going to make
observations of these items and are going to write these observations into their Science Journal on
the page that they set up at the beginning of the lesson. I also explain that these objects must be 1)
safe to move (and I give an example of something they should not choose.) 2)something that they
can make observations of.
Two of my students have a language processing disorder, 3 are ELLs and they all receive an
accommodation of repeated directions. These students also have a habit of not actively participating
in the group activities. After I release the groups to choose their items I go to each of the students
that have special needs to ensure that they understand the directions and what is expected of them.
I have these students repeat the directions back to me so that I can be sure they are understanding
what is expected of them.
While circulating the room to facilitate the lesson I check in with students to ensure that they are
completing the work. At 17:19 I address the fact that one of the students is at the whiteboard
instead of in his seat completing his work. I convey my expectation that he is supposed to be in his
seat completing his work and Ihttps://youtu.be/vYak9U1N9w4
redirect him back there.

2D
Respects students cultural and family background
The following link provides blogs where I discuss and provide examples of how I have met the criteria
for FEAP 2D.
In the blog I discuss how in my classroom I have students who come from different cultural
backgrounds. On one end I have students who are quick to speak out and speak loud and two
students in particular who hardly ever speak out even when they dont understand the directions.
These students who will not ask for help are from a Hispanic background and act this way in all
aspects of the school day and I am assuming because this is the way that they are expected to
behave at home. At first these two students would get into trouble for just sitting and not doing the
work instead of asking for help but then I embraced this aspect of their cultural/family background. I
now make a point to go to them after I give the whole group directions and make sure that they fully
understand what is expected of them. After a few weeks of this simple action the students began to
become comfortable with me and will now raise their hands and ask for help.
http://tashamichele.weebly.com/blog/category/feap-2d

FEAP 2E
Models clear, acceptable oral and written communication skills
Written communication:
During this ELA lesson(I have provided the link below) I am executing a think a loud and at 12:20
I start filling in a FAB 4 chart on the SmartBoard. I write a question in and when I read it aloud to
the class I state that it is a poorly worded and announce to the class that I am going to revise it
so that it sound better. This is modeling to the students that its not ok to KNOW that you have
poorly written work and decide to keep it that way. It conveys acceptable written
communication skills.
https://www.youtube.com/watch?v=qySnZ6chgNU
Oral communication:
During this science lesson (I have provided the link below) the students are working within their
groups with materials. At the end of the activity they were asked to return their materials back to
their spots. To students in the back of the classroom (slightly to the right of the screen) start
fighting over an object to be able to put it back but it quickly ends without me intervening. You
can hear me tell the students, Thank You for working that our guys This is just one example
of how I am always speaking politely to my students. I say please, thank you, sorry, yes mam, yes
sir and use correct grammar along with hefty vocabulary(and I will clarify vocabulary words if
needed). I do this because I have found that students will follow the example and speak nicely to
the teacher but also to their classmates and it creates a warm and respectful climate.
https://youtu.be/vYak9U1N9w4

FEAP 2F
Maintains a climate of openness, inquiry, fairness, and support
In my supervisor observation video where we play the game of I SPY I am maintaining a climate
of inquiry, support, openness, and fairness by the way I facilitating student discussion. Majority of
the students are actively engaged, and not afraid of guessing the object because they know that
they are in a safe place where they will not be judged if they are wrong, and where their fellow
students and myself are there to help them out if they need help . I also demonstrate that the
climate is fair at 7:42 in the video I instruct a student to try and call on someone who hasnt
guessed yet. That way everyone who wanted to participate had a fair chance to do so.
https://youtu.be/vYak9U1N9w4

FEAP 2G
Integrates current information and communication technologies
Time stamp :20- During the lesson I set up a FAB 4 chart on the smart board, fill it in and then refer
back to it through the entire lesson. The smartboard/Fab 4 chart is my form of communication for
the students during that lesson. It ensures that they have an example to go by when they are
completing their own fab 4 chart during independent practice.
https://www.youtube.com/watch?v=qySnZ6chgNU

FEAP 2H
Adapts the learning environment to accommodate the differing
needs and diversity of students.
http://tashamichele.weebly.com/blog/category/feap-2h
During my lesson I adapt the learning environment in multiple different ways because I know that all
of my students are their own person and that they need different things in order to learn to the best
of their ability. During my lessons I know that I have to repeat directions to at least 3 different
students and I do so in a one on one manner to ensure they are not embarrassed. I incorporate as
many opportunities as I can for collaboration because a few of my students can not go long periods
of time without conversing with their classmates and I include visuals in all of the lessons for the ELL
students.

FEAP 2I
Utilizes current and emerging assistive technologies that enable students to participate in
high quality communication interactions and achieve their educational goals.
I incorporate technology (smart board, elmo, laptop, ipad) during every lesson that I teach. I have
students manipulate
objects on the smartboard during the lesson, use the elmo to present their work, and incorporate
videos with the use
of the ELMO and the SmartBoard.
These are notes from my CT that were taken during my second observation.

What does the learning environment look like?

http://tashamichele.weebly.com/blog/physical-clas
sroom-space

blog I show a drawn example of the layout of the classroom and include a short synopsis of how the room f

What are the needs of my learners?

http://tashamichele.weebly.com/blog/internship-checkpoint-1

IM using this blog as my evidence because it discusses some of the observations I have made of my
students during the science block and how I have identified the varying needs of my students.
Since this blog I have learned a lot more about my learners and have a great understanding of what
I need to include in my lessons to meet all of their needs. Students benefit from not only verbal
directions but displaying the directions on the ELMO in a LARGE print so that the students can refer
back to them when needed, my students need opportunities to move, opportunities to collaborate
with their peers, and chances to share their work with myself and others.

What are the needs of the learning environment?

http://tashamichele.weebly.com/blog/physical-classroom-space
http://tashamichele.weebly.com/blog/birthday-cluster
The classroom is separated into 4 groups of 4 desks. There is a section for computers, there is a
classroom library, a guided reading table and then a separate group table. The classroom walls are
filled with anchor charts, rules, the 7 habits, and a wide variety of information.
In the blogs I discuss a few simple tweaks that could be done in the classroom to help the
functioning of the room. For example, the classroom desks could be pushed apart a few inches to
help our larger students maneuver around the room easier.

How do I maintain a student-centered learning environment that is safe,

organized, equitable, flexible, inclusive, and collaborative? (FEAP 2)
Um, can I reference my whole first 12 slides?!

Referring to https://youtu.be/vYak9U1N9w4 starting at 12:00 I am releasing the class to work

within their table group. I set the rules for the activity and then release them to their own
devices. (not entirely) This is a student-centered learning environment. It is collaborative because
they are working together to master the content. It is safe because I am walking around and
listening to their conversations and monitoring their actions. Flexible, inclusive and equitable
because all my students are working together despite their exceptionalities and they are allowed
to pick the objects that they are working with.

How does my facilitation of the learning

environment impact the learners in my
classroom?
My facilitation of the learning
environment has a positive
impact on the students.
Here are some work samples for
two of my students who normally
have a very hard time staying
focused during Science and do
not master the content because
of this. During the lesson I made
sure to incorporate movement,
and had objects that they could
manipulate which kept them on
task. I also included plenty of
opportunities for students to
collaborate with each other and
this helped them understand the
concepts because students tend
to learn better from their peers.