Photos

=**D: Learning Environment Evidence** =

**D1 and D2**
I think the comments below from the March 2010 parent survey effectively demonstrate that many of my students find my classroom interesting and engaging:

"Ms Kemsley really sees the positive qualities in all of her students and looks to build on those."

"Very encouraging to my daughter! Makes her feel like she can achieve anything!"

"My child finds the class inspiring. Ms Kemsley encourages her students to think. She emotes a positive attitude and students find it easy to connect with her."

"Ms Kemsley is creative in English class, making it more fun and interesting."

"My child tells me Ms Kemsley is a very enthusiastic teacher. Her teaching methods are effective and engaging."

"She is knowledgeable in her area of expertise, she gets the students to actively join in the class, and she is constantly changing the way that the students learn, she has a good sense of humour."

"Makes class very fun and interesting. Has a good relationship with her students. Seeks out to personally help them." == ==

D1: Mutual respect is evident between myself and two IB students, since we dressed like each other on student/teacher day....

Grade 9 work is displayed in my room: poetry pastiches and 'Send A Cow' adverts designed using Pages. These displays make the room inviting, and show appreciation of the students' hard work.



D4
IB work is a visual reminder of the contrasting chronological and narrative plot structures in '__Chronicle of a Death Foretold__' - the room organisation and displays promote learning and active engagement with texts. The room is set up most of the time with groups of five tables. Students are encouraged to work together, and this organisation supports my belief in the importance of talk and discussion; active learning. When teaching __Romeo and Juliet__ I arrange the desks in rows in the centre of the room so that students can focus on taking notes when reading, leaving space for performing at the back of the room when acting out scenes.

**D3 - Teacher demonstrates effective management - February 2009**
Some of the ways in which I manage my classroom effectively are by using routines and clear expectations to prevent disruptive behaviour from occuring. For example, I use seating plans for my Grade 9 classes, which change on a quarterly basis: [|seating plan 9b feb.doc] In addition, I give the students clear activities and time limits which keep them focused and on task - this also prevents disruptive behaviour. Students are expected to be respectful of each other and me at all times, which includes listening to others during discussion and feedback and not talking at the same time. Homework is written on the same part of the board for every class, lesson objectives are most often made clear, and there are clear and consistently enforced consequences for unacceptable behaviour. For example, late homework is marked at 10% off by all English teachers unless an extension has been granted prior to the deadline, so students know to take responsibility for getting their work in on time no matter which English teacher they have.
 * Benchmarks Two & Three: Procedures and Routines**, **standards of behaviour**