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Ms. Bare’s Classroom Edit display name

  • Venice High School
  • Los Angeles, CA
  • More than half of students from low‑income households

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Going into my second year of teaching my goal is to develop my students' autonomy in the classroom. Especially in 9th and 10th grade students are learning significant characteristics about themselves and beginning to develop identities about who they are, specifically who they are in relation to their education. These identities can be positive, such as noticing that they have high math proficiency or, more often, negative, like labeling themselves as "bad" at science because of one experience with a bad teacher. The skills they come away with in these formative years are skills that they can carry with them for the rest of their lives, and I want my classroom to be a space where they feel well equipped to succeed. These resources will help my students feel more ownership of their time in my classroom and will increase their organizational and social skills in the process. I want my students to spend less time asking me questions, and more time solving problems on their own or with their groups. That is why the tower of drawers is so crucial to my goal: by giving each group immediate access to resources they will need for my class in each set of drawers, I eliminate multiple steps that take up time during class. Students who are more shy will be able to access resources without being afraid to ask their peers or adults. The top drawer of each drawer stack will be used to house cell-phones throughout the period, limiting distractions and teaching students discipline and self-control. Ultimately, I want these resources to transfer some of the power and responsibility in the classroom to the students.

About my class

Going into my second year of teaching my goal is to develop my students' autonomy in the classroom. Especially in 9th and 10th grade students are learning significant characteristics about themselves and beginning to develop identities about who they are, specifically who they are in relation to their education. These identities can be positive, such as noticing that they have high math proficiency or, more often, negative, like labeling themselves as "bad" at science because of one experience with a bad teacher. The skills they come away with in these formative years are skills that they can carry with them for the rest of their lives, and I want my classroom to be a space where they feel well equipped to succeed. These resources will help my students feel more ownership of their time in my classroom and will increase their organizational and social skills in the process. I want my students to spend less time asking me questions, and more time solving problems on their own or with their groups. That is why the tower of drawers is so crucial to my goal: by giving each group immediate access to resources they will need for my class in each set of drawers, I eliminate multiple steps that take up time during class. Students who are more shy will be able to access resources without being afraid to ask their peers or adults. The top drawer of each drawer stack will be used to house cell-phones throughout the period, limiting distractions and teaching students discipline and self-control. Ultimately, I want these resources to transfer some of the power and responsibility in the classroom to the students.

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About my class

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