Ashley Bason

February 27th, 2018

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InTASC #3 Reflection

Since every teacher is unique, every teacher will have a unique learning environment

established in his or her classroom. According to InTASC Standard #3, “a teacher works with

others to create environments that support individual and collaborative learning, and that

encourages positive social interaction, active engagement in learning, and self motivation

(Council of Chief State School Officers, 2013, p. 21). In other words, a teacher utilizes outside

help, which can include parents, other teachers, administrators, and/or resources, to ensure

students are learning in an environment in which they can be successful. Furthermore, in order to

establish this environment, teachers must educate students about proper social interactions in

order to create an engaging and collaborative learning environment. Finally, teachers will have to

ensure that they are helping their students remain motivated, so they may contribute to the

classroom’s learning environment.

Let us imagine that it is the beginning of the school year. In order to get to know your

students, you have them fill out an in-class profile sheet. This sheet asks questions ranging from

their academic and personal interests to their learning styles. A similar sheet is sent home to

parents asking them to inform the teacher of any struggles they believe their student may face

academically. These actions are in accordance with InTASC Standard 3(a), which states: “the

teacher collaborates with learners, families, and colleagues to build a safe, positive learning

climate of openness, mutual respect, support, and inquiry” (Council of Chief State School

Officers, 2013, p. 21). By gathering information about the student, the teacher can now begin to
build an inclusive learning environment. Also, during this part of the school year, the teacher

would review his or her expectations about how to interactive positively in a collaborative

environment. By setting the expectations in the beginning, teachers can begin to build a safe

environment among his or her students.

Within an English Language Arts (ELA) classroom, InTASC Standard #3 can be applied

in a few ways. For example, InTASC Standard 3(b) states: “the teacher develops learning

experiences that engage learners in collaborative and self-directed learning and that extend

learner interaction with ideas and people locally and globally” (Council of Chief State School

Officers, 2013, p. 21). In an ELA classroom, students are often reading text from different time

periods and settings. As an ELA teacher, I could find activities that allow for students to relate

what they are reading to issues within their own local communities or global communities. These

activities would allow for students to become engaged with the text, and could help their self-

motivation as they showcase their individuality.

Another example of how InTASC Standard #3 may look in the classroom to the concepts

found in Julia G. Thompson’s The First-Year Teacher’s Survival Guide, in particular under

“Strategies and Activities for Differentiated Classrooms” in Chapter Twelve. Thompson suggests

that teacher utilize “clickers.” She goes on to mention, “students use handheld devices to answer

questions electronically” (Thompson, 2013, p. 343). Instead of always giving students written

quizzes, I could incorporate the clickers and allow for students to be quizzed using technology.

The technology aspect relates to InTASC Standard 3(m), which states: “the teacher knows how

to use technologies and how to guide learners to apply them in appropriate, safe, and effective

ways” (Council of Chief State School Officers, 2013, p. 21).

 InTASC Standard #3 is the foundation for a classroom that allows for students to be

engaged in their learning, and have positive interactions with others in their classroom. When

students are engaged, they can take more away from the lesson.