Anna Leiss
Science Teacher
When someone addresses you and uses your name, you pay attention. A hotel clerk may use your name as they greet you on your vacation. You feel special. A neighbor says hello directly to you when you just moved to a new neighborhood. You feel special. A teacher uses your name as he or she welcomes you to their classroom. You feel special. Getting to know someone begins with learning their name and getting to know my students is essential to establishing a positive classroom environment.
Before becoming a teacher, I have worked in a number of high-end restaurants where I was trained to anticipate the needs of the guests and use guest names as often as possible. This skill was also valuable when I worked as an environmental educator and took visitors outdoors. Maslow’s Hierarchy of Needs shows that people cannot learn unless basic needs are met. It was my responsibility to make sure guests knew where the bathroom was, that they had access to water and food, and that they felt safe. Anticipating needs of my students is essential in my classroom, too. As in a restaurant, on a trail, or in a classroom, I need to make sure that the physical space is accessible for all people and that everyone feels their basic needs are met and that they feel welcome.
Life is tough and complex for an adolescent. Many behavior problems can be addressed before they even start simply by making a small, personal connection. For example, Groton Junior-Senior High School had been working on developing ways to make more and stronger connections with students. Through professional development workshops and informative, collaborative meetings, I've learned strategies for how to make those meaningful connections. I have acquired behavior and academic success stories with a few of my students through using these strategies. During my time at Borel Middle School, including teaching during the pandemic, I worked on developing relationship-building skills so that students feel more connected to their classroom and school.
I often try to remember what life was like in middle and high school. I will ask friends and colleagues what they can recall. Any teacher who was able to positively stand out in this tumultuous time had a few common strengths: Their classroom was a safe space where you felt welcome and supported; they likely provided intrinsic motivation; and they treated you like an adult with clear, high, and attainable expectations.
In my classroom, I create a space that is culturally responsive and respectful of diverse learners. By learning more about my students on a more personal level, I can find out what motivates them and create authentic and intellectually stimulating learning experiences.
Artifacts
Classroom Environment Plan
This plan was developed in my Pedagogy and Practice Across the disciplines class and incorporates a range of issues faced by teachers at the beginning of every school year in addition to the procedures and practices I would like to implement in my own classroom. The plan covers topics such as:
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Building relationships and motivation
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Arranging the physical space
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Establishing routines, norms, procedures and expectations
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Working with families
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Culturally responsive classroom management
Safety Poster and Contract
In preparation for a science classroom with hands-on investigations, I have created a poster that can be on display in my classroom. The button below links to a safety contract for students and caregivers to sign at the beginning of the year. A student cannot learn in an unsafe environment and any parent or caregiver would want to know if their child is safe in my classroom. The poster and contract show my commitment to safety each day in the classroom and my understanding of safety procedures for material equipment storage, use and maintainence as well as the safe and humane treatment of living organisms in the classroom.
Student Feedback Survey
At the end of each student teaching placement, I distributed a survey for students to give me anonymous feedback. Most of the feedback I received was positive and reflected the rapport I built with myself and my students. Also in this survey was a space for students to write 2 adjectives for how they would describe me. The top adjectives were caring, fun, and helpful. This survey provides evidence of how the students felt with me as a teacher in their classroom.