Allison Simons

EDEL 433-1002

Introduction: The Classroom as a Learning Community

Gail E. Tompkins (2017) said, “The classroom community should feel safe and

respectful so students are motivated to learn and actively involved in reading and writing

activities.” I believe that in order to provide exceptional students with the opportunities to learn

and develop skills, I must create and continually encourage a classroom environment that is

accepting, inclusive and fair, which is why my theme on my education journey is “the classroom

as a learning community” (p.15).

As an educator, I believe that I must get to know each student as an individual, so that I

can not only create a curriculum that interests to them, but so that I can build a professional and

supportive relationship with the student. Katie Sauer (2012) found that, “Student performance is

a vital part of their school success, and teachers must consider how best to help students achieve

that success. Determining what interests their students and therefore how to motivate them is a

key component in any classroom if the end goal is student achievement and learning. Also, given

that students interact with their teachers daily, the student/teacher relationship should not be

undervalued or overlooked. Establishing rapport early on can lead to success and satisfaction for

both the student and the teacher; it creates an environment in which student learning is relevant

and meaningful.”My goal is to develop the rapport that Sauer described, early in the school year.

I believe that by doing so along with have a ‘person centered approach’ students will be more

motivated to learn and more receptive to my teachings.

To help students discover and nourish their light as a human being it is necessary that I
conduct my classroom in a manner in which students feel safe and at ease, while maintaining a
professional and consistent atmosphere. I want my students to know that they are valued as an
individual and that they matter to me. It has become overwhelmingly clear to me through my
Allison Simons
EDEL 433-1002

practicums and teaching experience that a student's view of themselves is highly dependent on
their environments. Some students do not have a supportive home environment or do not feel
supported in their classroom. I want to have a classroom where one of those environmental
obstacles is alleviated. Upon entering my classroom, a student should feel safe, comfortable and
at ease knowing that the classroom environment is respectful and consistent.
It is of the utmost importance to me to create an environment where students feel safe and
comfortable.
Within this online portfolio, I have included lesson plans, assessments, strategies,

photographs and other documentations that serve as evidence of my continually striving to

acquire a classroom that is a community of learning. The lesson plans that I have included are

from my time as a Praticum 1 student to present day. I decided to include both, because I believe

it shows how I have developed in planning and creating lessons. Under the ‘Assessment’ tabs are

reviews of different assessments that I have used as well as assessment scores. This helps to

show that I am invested in my students success and also helps me to determine whether my

teaching is serving my students.

References:
Tompkins, G. (2017). Literacy for the 21st century: A balanced approach (7th ed.). Upper Saddle
River, NJ: Merrill/Prentice Hall.

Sauer, K. (2012). The Impact of Student Interest and Instructor Effectiveness on Student
Performance. Fisher Digital Publications, 45. Retrieved from
https://fisherpub.sjfc.edu/cgi/viewcontent.cgi?article=1244&context=education_ETD_masters.