I have a small class size of 19 this year due to low enrollment and several students moving out-of-state, I have had a rare opportunity to hone my teaching skills, learn new curriculum, and deliver pedagogy with fidelity in the most purposeful, mindful, affective manner in my career to date. The students and the families and I have bonded in a way that solidifies goals that work toward addressing the academic and social emotional needs of the children. Our entire learning community has had the rare opportunity to lay a foundation for learning that will continue to serve all involved in a positive way as students advance grade levels.
-Academic performance: To date 75% of my students are at or above the reading benchmark. Three out of five students who are not at the benchmark are one level from achieving that goal. The two students who are struggling are receiving three or more interventions a day (a number that would be reduced to one or two times per day were I to have a larger class size).
-Student engagement: I notice that my students talk and participate more collaboratively and with increased use of academic vocabulary and confidence than when I have had larger class sizes. They more often interact with me and have opportunities for hands-on learning rather than passively listening to whole group lessons. Students spend less time disengaged from class work and have purposeful access to technology.
-Relationships: Our classroom is a true learning community. There are far less disruptive behaviors to manage in a small class. I spend less time on discipline and have more time for meaningful and engaging instruction. Not one child in my class has been seen by an administrator at my request this year.
-Intervention: I am able to diagnose and track student progress and really differentiate instruction in order to meet their diverse needs. (See Academic Performance above).
-Academic performance: To date 75% of my students are at or above the reading benchmark. Three out of five students who are not at the benchmark are one level from achieving that goal. The two students who are struggling are receiving three or more interventions a day (a number that would be reduced to one or two times per day were I to have a larger class size).
-Student engagement: I notice that my students talk and participate more collaboratively and with increased use of academic vocabulary and confidence than when I have had larger class sizes. They more often interact with me and have opportunities for hands-on learning rather than passively listening to whole group lessons. Students spend less time disengaged from class work and have purposeful access to technology.
-Relationships: Our classroom is a true learning community. There are far less disruptive behaviors to manage in a small class. I spend less time on discipline and have more time for meaningful and engaging instruction. Not one child in my class has been seen by an administrator at my request this year.
-Intervention: I am able to diagnose and track student progress and really differentiate instruction in order to meet their diverse needs. (See Academic Performance above).