Jeff Williams

Location, Location, Location. The environment a student is expected to learn in is one of

the most important factors of education. You can take the best teacher in the world, put them in a

logistically bad classroom setting, and they can struggle. With this concept in mind, I set up my

ideal classroom with several factors in mind.

In terms of being a Transformational teacher, I thought through the three-pronged

concept of the “Whole Teacher.” On the scholar side of things, I have boards in the front of the

room and on one side. I also have bookshelves on one wall with computers nearby. This allows

students to pursue knowledge through several different avenues. As a practitioner, my room is

set up in a way that I can easily walk amongst the class while I teach and use various tools like

the boards or the computer. Being able to walk between desks also helps me as a relater. They

are set up in a way that I can reach out to students and also have them come to my desk as well.

My three goals for students were also considered in this set up. This room is set up to be

academically minded and put students in a position to see and learn in ways that are best suited

for them. Socially, I have desks set up where students can work individually, with partners, or in

groups of four or more. This allows for easy collaboration and group work transitions. While the

spiritual goal for students was considered, that lies more in content and how we approach subject

material than classroom set up.

Attitudinal qualities also went into consideration for my ideal classroom set up. When

students first walk in, they look to their right and see a bulletin board. This board can be a

multipurpose tool. It can do practical things like have announcements or a folder to turn in work,

but I see much more potential in it. It could be a space for excellent student work. Displaying
student work makes students who go above and beyond feel appreciated for their efforts. Also, it

motivates other students so that they can have their work displayed too.

The factor that did not affect my classroom set up was worldview. While I take this into

consideration for all my lessons, I do not think it is as relevant in terms of classroom

arrangement. In conclusion, classroom setup is an imperative first step in putting students in a

position to succeed.

Lesson Description:
 This is an 8th grade social studies lesson which covers standard 8.28
Describe the significance of the Magna Carta, the English Bill of Rights, and
the Mayflower Compact in relation to the development of government in
America. (C, H, P) Students will work in groups of four with the documents
listed in the standard and specific questions pertaining to those documents.
(Academic) They will then split up and discuss the other groups’
documents. (Social) The discussions will include important factors like
government and freedom. (Spiritual)
 TLWBAT compare principles found in the Magna Cart, the English Bill of
Rights, and the Mayflower Compact to the development of government in
America.

Plan
Beginning
I will read an excerpt from an old
document and ask students to keep track
of how many words or phrases they hear
that are still used today.
Notes
How do you see the three roles at
work? It gets their minds working in
an academic way as well as sparking
their interest. This is a good practice
that is scholarly and relatable.
What 3 SLQs are you beginning to
foster and how are you doing that?

Middle
Each group will be working through an
excerpt or a whole document with some
specific questions. The fourth group will
have information pertaining to our
current governmental structure. After 15
minutes, they will switch places so that
one member from each group is
represented in the new groups of four.
They will then talk about what they
learned for 15 more minutes.
(Adjustable) The remaining time in class
will be class discussion as we make
connections to those documents and our
current governmental structure. I will
progressively monitor during the first
two sections and lead the discussion
during the third part.
Openness, curiosity, and imagination
are fostered here because they have to
be open to something written so long
ago, it sparks curiosity, and it allows
them to imagine what things were like
when it was written.
How are you hoping to inspire the
students with this beginning? I am
hoping it will inspire them to think
about history as more than textbooks
but as real people who were not so
different from us today.
How are your roles functioning?
Scholar- students are digging into the
primary documents
Practitioner- teaching ones peers helps
students learn material better
Relater- they are relating old
documents not only to the time being
studied but to today’s government
How are the three goals present in
this section?
Academic- being exposed to primary
source documents helps students as
readers and critical thinkers
Social- they are being held accountable
because fellow classmates are relying
on them to do thorough jobs so that
they get all the needed information
Spiritual- we are talking about timeless
concepts like power, freedom, and
government.
How are you illuminating truth?
It is found through making
connections between the past and
today
How are the students’ using the
SLQs as a part of this lesson? What
are you doing to support their use of
the SLQs?
They have to be willing to be openly
and persistently curious in their
studying of the primary documents.
Most importantly they have to be civil
with one another during discussions
 and collaboration.
End Your roles present, how?
KWL. Students will write something they Scholar- I am having them take one
knew prior to the lesson, something they last look through the day’s lesson
want to know more about, and something Practitioner- this is a proven and
they learned. useful tactic to see where students are
in their understanding of content
Relater- it allows them to be open and
honest if they do not understand a
concept
How inspire students about what
they learned regarding the future?
It helps them relate what they learned
to today’s society again.

Considerations- Jehovah’s Witness

Pick one worldview (different from yours) that may be present in your classroom.
1. How might you have to shift to be able to see what they “see” and how they
see it in the lesson?
I think you take the same approach I would take if I were talking about
Christianity in the classroom. I will approach it as a concept that is simply
present but be careful in my wording so that I do not sound for or against
concepts found the lessons documents.
2. Once you can understand what and how they “see” differently, how might
you help them shift to “see” and how to see in the lesson?
I can make connections to governmental concepts that relate to religion
like freedom and accountability.

If an issue comes up in the lesson (you can name the issue), what is your ethically
reasoned response? Support that your response contains a reflective equilibrium
by stating how it is still fair to (or benefits) the class and shows respect of the
individual.
If a Jehovah’s Witness student were to say be offended and want to leave the
room, I could open up a discussion and we could talk about the fact that religious
freedom is an important part of our government today just as it was during the
time we are studying. This validities the student and those who do not agree or
have different beliefs. I would however talk to the student before this lesson to
prevent an issue like this one.