Currently a lot of my teaching philosophies have came from The Growth Mindset Coach: A Teacher’s Month-by-Month Handbook for Empowering Students to Achieve by Annie Brock and Heather Hundley. In Chapter 7 there is a table that outlines a learning-orientated classroom:
| DIMENSION | DESCRIPTION | LEARNING ORIENTED CLASSROOMS |
|---|---|---|
| TASK | Includes the type of learning tasks the students are assigned, and the rigorous, engagement, and value inherent in the tasks. | Students work on challenging tasks that offer equity and variety in process and product, and are of high interest to the students. The students find meaning and value in the tasks assigned. |
| AUTHORITY | Includes the role of students as decision makers and directors of learning, and their role in classroom leadership tasks. | Learning is often student led; students are empowered to make decisions about learning tasks. Students are empowered to take on leadership in learning. |
| RECOGNITION | Includes how and why students receive recognition. | Students are incentivized and recognized for demonstrating effort, improving skills, and accomplishing learning goals. Taking risks and developing creative strategies are encouraged. |
| GROUPING | Includes how students are grouped together in collaborative learning | Heterogeneous grouping strategies that feature different learning styles, strategies, levels, and philosophies are used. Students are encouraged to engage in deep collaboration. |
| EVALUATION | Includes how the teacher assesses student work process and product and evaluation procedures in place. | Evaluation of students is varied, and done in a private fashion. Individual progress is often assessed with a focus on individual improvement and progress toward mastery. |
| TIME | Includes how a teacher plans class time and how time is used to complete tasks. | Students are encouraged to work at their own pace; schedule can be easily adapted to address gaps or allow for enrichment or remediation. Mastery is valued over quickness. |