WGU D661 Create Positive Learning Environment Simulation
Overview (EDU 101) .
A. Summarize what occurred in the simulation, including a description of
interactions with students that contributed to engagement and learning, and
explain how specific strategies supported positive student behavior and helped
students manage conflicts.
- During the simulation, I started by greeting the students. We took a moment to
discuss our outside lives to build a connection and a sense of safety and
welcome. I tried keeping the discussion short, but also giving everyone who
wanted a chance to share that opportunity. I did this to make a stronger
connection with my students and lead them into a small group open discussion
with the book. My intention behind starting our class that way was to lead into
each student being open to communicating and discussing after sharing
personal connections. Also, this was purposeful in a way that, after our open
discussion, we could see if anyone shared something that could connect them to
one of the characters in the book.
After having an open discussion, we went over each expectation/behavior. I
emphasized the importance of understanding these expectations/behaviors and
knowing we are all different people and must respect one another. After
reviewing expectations/behaviors, I led into a quick check-in to ensure everyone
was ready to start. I did this for a transition from going over classroom specifics
to telling them the activity we would be doing. Before jumping right into the
activity, I asked the students to share the title and author of the book we just
completed. I wanted to draw that transition to what was coming next - the
activity. I made sure to emphasize and show excitement when they shared, as
well as show support to Ava, who was hesitant to share the author but eventually
figured it out. I showed her facial expressions of happiness and let her know she
was correct by restating the author's name. I then led into the activity for the
day. I made sure to use precise wording and address the activity. I made sure to
connect the activity to our classroom expectations/behaviors and restated the
activity.
- I then let them break into small group discussions. While observing, early on,
Ethan made a comment to Ava that was not respectful. I allowed Ava to respond
and took a minute to observe her body language. I noticed her body language
and facial expressions of nervousness, and she did not want to be outspoken.
Because of Ethan's comment, I quickly saw her body language shut down and
her facial expression droop. I decided to address the conflict early on, as it was
at the beginning of the discussion, I saw the reaction and the feelings from the
comments, and I didn’t want the debate to continue in that manner. I addressed
the conflict by referring to our expectations/behaviors and asked how they made
each of them feel. I guided Ethan into understanding what he said was hurtful
and wasn’t part of the book discussion. Then she apologized, without me having
to correct Ava; she also apologized to Ethan for her comment out of anger and
reaction.
- We were able to draw back and continue the discussion about the book.
Everyone in the group shared at least one thing about the characters. Ava
, made the connection that Jo was like her. Jasmine stated she enjoyed Meg
because of her personality. Dev told Jasmine that Meg was old school, and he
thought it was cool, and Savannah shared that she liked Beth because she
seemed nice. At this time, Ava directly commented to Savannah about not
reading the book, not knowing the characters, and rudely stating she needed to
expand. At that time, the group addressed Ava’s comments, and Dev could
expand on Savannah’s thoughts and connect her thoughts to his. I addressed
the situation after Dev shared. I emphasized the different personalities within
people and that not everyone is the same. I gave an example of how to help
Savannah expand on her comment respectfully for Ava. At
Overview (EDU 101) .
A. Summarize what occurred in the simulation, including a description of
interactions with students that contributed to engagement and learning, and
explain how specific strategies supported positive student behavior and helped
students manage conflicts.
- During the simulation, I started by greeting the students. We took a moment to
discuss our outside lives to build a connection and a sense of safety and
welcome. I tried keeping the discussion short, but also giving everyone who
wanted a chance to share that opportunity. I did this to make a stronger
connection with my students and lead them into a small group open discussion
with the book. My intention behind starting our class that way was to lead into
each student being open to communicating and discussing after sharing
personal connections. Also, this was purposeful in a way that, after our open
discussion, we could see if anyone shared something that could connect them to
one of the characters in the book.
After having an open discussion, we went over each expectation/behavior. I
emphasized the importance of understanding these expectations/behaviors and
knowing we are all different people and must respect one another. After
reviewing expectations/behaviors, I led into a quick check-in to ensure everyone
was ready to start. I did this for a transition from going over classroom specifics
to telling them the activity we would be doing. Before jumping right into the
activity, I asked the students to share the title and author of the book we just
completed. I wanted to draw that transition to what was coming next - the
activity. I made sure to emphasize and show excitement when they shared, as
well as show support to Ava, who was hesitant to share the author but eventually
figured it out. I showed her facial expressions of happiness and let her know she
was correct by restating the author's name. I then led into the activity for the
day. I made sure to use precise wording and address the activity. I made sure to
connect the activity to our classroom expectations/behaviors and restated the
activity.
- I then let them break into small group discussions. While observing, early on,
Ethan made a comment to Ava that was not respectful. I allowed Ava to respond
and took a minute to observe her body language. I noticed her body language
and facial expressions of nervousness, and she did not want to be outspoken.
Because of Ethan's comment, I quickly saw her body language shut down and
her facial expression droop. I decided to address the conflict early on, as it was
at the beginning of the discussion, I saw the reaction and the feelings from the
comments, and I didn’t want the debate to continue in that manner. I addressed
the conflict by referring to our expectations/behaviors and asked how they made
each of them feel. I guided Ethan into understanding what he said was hurtful
and wasn’t part of the book discussion. Then she apologized, without me having
to correct Ava; she also apologized to Ethan for her comment out of anger and
reaction.
- We were able to draw back and continue the discussion about the book.
Everyone in the group shared at least one thing about the characters. Ava
, made the connection that Jo was like her. Jasmine stated she enjoyed Meg
because of her personality. Dev told Jasmine that Meg was old school, and he
thought it was cool, and Savannah shared that she liked Beth because she
seemed nice. At this time, Ava directly commented to Savannah about not
reading the book, not knowing the characters, and rudely stating she needed to
expand. At that time, the group addressed Ava’s comments, and Dev could
expand on Savannah’s thoughts and connect her thoughts to his. I addressed
the situation after Dev shared. I emphasized the different personalities within
people and that not everyone is the same. I gave an example of how to help
Savannah expand on her comment respectfully for Ava. At
