Rationale Standard 3: Learning Environments

Book Character Parade

Introduction to Standard 3:
• “The teacher works with learners to create environments that support individual
and collaborative learning, encouraging positive social interaction, active
engagement in learning, and self motivation.”
o In other words, teachers understand parts of the classroom set up and
routine that support individual learning as well as small group and large
group instruction.
• Indicator 3(a)
o “Collaborates with learners, families, and colleagues to build a safe,
positive learning climate of openness, mutual respect, support, and
inquiry.”

Introduction of the Artifact:

• Book Character Parade
o As a part of Read Across America week (the first week of March), first
and second grade students and teachers participated in a book character
parade. Students were instructed to bring in or borrow their favorite book
and dress up as a character from the book. Homemade costumes were
encouraged, and materials were provided by classroom teachers so that
this activity was accessible to all learners. Each first and second class
walked through the preschool, kindergarten, third, and fourth grade
classrooms with their books, and then gathered in the cafeteria. Each
student had the opportunity to show off their costume, hold up their
book, and state what character they were dressed up as.

Rationale:
There are multiple levels as to how the book character parade aligns with
standard 3. Students were encouraged to learn in a safe and positive
environment that valued their interests. I am a huge advocate of learning about
and using students’ interests to the teacher’s and students’ advantage, so having
the opportunity to learn about students’ favorite books and characters gives the
teacher an opportunity to plan further activities and interventions based on
interest. By teachers participating in the parade as well, there was an additional
contribution towards developing a safe learning environment. When teachers
participate in these engaging activities in the same way the students do, they are
models and encourage positive interaction. When students had the opportunity
to share who they were dressed up as, the expectation was set very clearly that if
a student was not respectful of their peers they would be asked to leave. This set
the tone that this environment would remain safe, so that all students felt
encouraged to and comfortable participating. Indicator 3(a) is addressed by this
experience as well, because everyone involved contributed to the safe, positive
learning climate in the cafeteria. Without everyone’s participation in respectful
listening behavior, the environment would not have maintained it’s positivity. I
am happy to share that everyone respected their peers, making this experience
successful.