Standard+5

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The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
 * __Standard 5__: Teachers know how to manage a classroom. **


 * __Evidence 5 __: VoiceThread – “Braille Discussion” **
 * VoiceThread Braille Discussion **

** __Rationale 5__: ** This activity was developed primarily for students who are learning Braille, in grades 2-5. I am an itinerant teacher who works with students with visual impairments in a direct instructional, one-to-one service-delivery model. Therefore, I do not have a classroom. This VoiceThread activity was designed to foster group discussion, self-awareness, and provide a peer group for students who may very well be the only student with a visual impairment within their school or even within their district. This particular VoiceThread was developed as a forum for students to discuss Braille reversals and how students have dealt with this issue. I had previously been unaware that VoiceThread existed, and have since learned that this online method of asynchronous communication is a great way to create positive peer-group learning experience for my students, even though they are not in the same classroom or even the same school district. The VoiceThread provides a group setting where students can support one another and I can monitor and guide the discussion. Even the knowledge that there are other students having the same Braille reversal issues out there is a very supportive concept and helps students to not feel alone or unsupported.

Although VoiceThread is not a typical classroom, group setting, it is a wonderful chance for students who are learning Braille to develop a supportive peer group and maintain positive, constructive conversation to help facilitate their instruction. VoiceThread allows for the instructor to pose a specific question or scenario and facilitate, as well as participate in, the discussion to help guide and direct the students in their discussion so it is positive and productive.
 * __Knowledge__: **
 * 5.K.3 The teacher knows how to help people work productively and cooperatively with each other in complex social settings. **

Braille reversals are a very common issue among nearly every Braille learner, but how students choose to overcome this issue varies from student to student. By bringing together a peer group of students, I am able to bring this very common issue to light, but at the same time, allow each student to individually express him or herself while contributing to the group dynamic. By posing a very clear question from the start, the parameters of the discussion are well-defined, and due to the age level of the students, I would be present with each student when he or she is creating a response to the VoiceThread, and guiding each student as he/she develops his/her response before committing it to the VoiceThread.
 * __ Skills or Performance __**** : **
 * 5.S.5 The teacher helps the group develop shared values and expectations for student interactions, academic discussions, and individual and group responsibility that create a positive classroom climate of openness, mutual respect, support, and inquiry. **

Although the students learn a lot in their direct instruction with me, there is no replacement for positive peer interaction with students who are learning the same material and experiencing similar issues at the same time. It can be very lonely and frustrating for a student if he/she is the only student in his/her school or district learning Braille because there is no peer around that truly understands this concept. This VoiceThread provides an opportunity for students to voice their feelings, connect with others who understand and are having similar firsthand experiences, and allows the students to support one another.
 * __Dispositions__: **
 * 5.D.3 The teacher values the role of students in promoting each other’s learning and recognizes the importance of peer relationships in establishing a climate for learning. **