INTASC Standard #3: Learning Environments
The teacher creates environments that support individual and collaborative learning, and that encourage postivie social interaction, active engagement, and self-motivation.
Rationale & Disposition Statement
I work to build relationships with students in order to observe “behaviors, thoughts, attitudes, motivations and beliefs that enable the student to be most effective” (Anderson, 2001). If I am aware of what peaks my student’s personal interests or strengths, I can help students relate the content and objectives to their personal learning interests. The ability to draw connections between topics and personal interests to create relevancy, is an important learning tool. It allows for every learning opportunity to become relevant to personal interests and goals.
“Students' greatest potential for excellence is found in their strengths and talents” (2001). “Knowledge of strengths and talents often supplies the energy and motivation to do the hard work necessary to achieve excellence” (2001). Therefore, educators must help students to identify their strengths and talents so that students may discover their intrinsic motivation. When educators affirm student interests by incorporating interests into lessons or when educators affirm student talents by recognizing natural abilities, it motivates students to continue in the pursuit of their interests.
Anderson, Edward C., (2001). Strengths based advising. Greenville College. Retrieved from
Application of Standard
When we lift up each other’s gifts and abilities then we become motivated to work in those areas. Motivated service is comparable to self-directed learning. I facilitate students in becoming their own manager as they meet and often exceed expectations. They take ownership of projects in which they have become the leader and expert.
Explaination of Artifacts
I presented at the 2013 Nebraska Art Teachers Association Fall Conference at Wayne State College on the topic of physical classroom design. The art room's design affects the art work produced in the room. The research is based in brain-based learning.
This is an example of using technology successfully in an educational setting to create an inclusive and engaging learning environment.
I brought my National Art Honor Society students and the youth from my church together for a Quilting Community Project in 2014. This project merged cultural traditions with multicultural and multi-generational groups of people. The learning environment consisted of The International Quilt Museum on UNL's east campus and our church's youth room. A few students attended both the school and church and help bridge the connection between the shcool students and the church youth.
Lincoln Lutheran & Calvary Church