InTASC Standard Three: Learning Environments The teacher works with others to create environments that support individual

and collaborative learning, and that encourage positive social interaction, active engagement in learning, and selfmotivation.
Name of Artifact: St. Michaels classroom observation and notes Date: 2011 Course: Edu 101 Introduction to Education

Brief Description: This artifact was originally submitted under InT S! Standard "# in the old standard format but I would li$e to submit it for the InT S! Standard "% &ortfolio because it e'em&lifies St. Michaels students active learning and self( motivation as they steer themselves through the materials &resented to them by their !atechists in the )ood She&herd Montessori based &rogram. The following observations show the teachers &resenting the material and lesson and subse*uently encouraging the students to motivate themselves to &ic$ which +wor$s, they want to focus on for the wee$. This manner of teaching re*uires the students to wor$ together- ta$e turns- study in a *uiet- organi.ed manner- and allows them the inde&endence to contem&late and absorb the manner not found in a traditional classroom setting. Rationale: /hen I observed and subse*uently taught in a )ood She&herd classroom- it is im&ortant to note the manner in which the classroom is designed for o&timum learning and instruction. The St. Michaels +classrooms, for the faith formation students were not ideal- being held in an o&en vestibule s&ace- yet the instructors dedication to wee$ly setu&- attention to detail in lesson &lans- and willingness to hold the childrens attention and still encourage them to engage in self(motivating learning was successfully noted.

The Montessori based &rogram is based on students actively &artici&ating in their own +wor$, as individuals or in &airs. The students are not directed from assignment to assignment but are e'&ected to motivate themselves to e'amine and wor$ with materials their !atechist has &resented to them. I witnessed this in the observation as the !atechist &resented a lesson &lan on 0esus &arable of The Mustard Seed. The children sat in a grou&- listened while the teacher &resented the material- the mustard seed and a &icture of a boy in front of a mustard bush- and when they were dismissed they all went to shelves full of various wor$s and materials and chose a wor$. The overall classroom atmos&here was a bit chatty due to the o&en atmos&here of the area but the children were wor$ing togethertal$ing about the materials- or as$ing *uestions. This observation shows collaborative- &ositive learning as the children guide themselves individually or in &airs to study the materials. /hile there was one admonishment from the teacher- overall the atmos&here was engaged and ha&&y. Reflection: I en1oyed e'&eriencing this form of education. 2earning the &ublic education method of lesson &lanning and the manner of Montessori teaching gives a future educator a larger base of information to choose from when &lanning for ones own classroom e'&erience. !hildren are versatile creatures and allowing them to steer their own educational e'&erience to a &oint is healthy and creates a high self(esteem. I also noticed in the )ood She&herd classroom- that there were children with e'ce&tionalities. This ada&table manner of teaching hel&s these children feel involved and res&onsible for their own learning thus giving them a sense of &ur&ose and value. I &lan on using my e'&eriences as a )ood She&herd teacher in my future classroom as I teach my students the !ommon !ore standards. I believe this will ma$e me a versatile and solid teacher. Learning Goals: I intend to follow both InT S! Standards and )ood She&herd *ualities to effectively educate my students. /hether children with disabilities or children without disabilities- the blending of the two techni*ues will contribute to a success and &ositive classroom e'&erience. I would also li$e to teach other educators some of the s$ill sets involved with Montessori teaching.