Standard+3


 * Standard 3:**

The teacher understands how pupils differ in their approaches to learning and the barriers that impede learning and can adapt instruction to meet the diverse needs of pupils, including those with disabilities and exceptionalities.
 * Teachers understand that children learn differently.**


 * Evidence 1: Action Research Project **


 * Standard 3: **

The teacher understands how pupils differ in their approaches to learning and the barriers that impede learning and can adapt instruction to meet the diverse needs of pupils, including those with disabilities and exceptionalities.
 * Teachers understand that children learn differently. **

[|Final Report!.doc] **Rationale 1: ** My action research project was based on test taking environments. I wanted to know if background noise would make a difference in test scores. Students first took a test in a quiet environment, and then took another test with Spanish music playing in the background. I found that having Spanish music playing while taking a Spanish quiz did make a difference in the scores of students who struggle with vocabulary. I also found that students who generally do very well, continued to do well with the music.
 * Evidence 1: Action Research Project **

This project relates to standard 3 because it shows that, as a teacher, I am willing to make any accommodations necessary to help my students learn Spanish. I am willing to play Spanish music during any or all tests in my classes. I also will find alternate locations for those students who prefer to take tests in a quiet environment.

3**.K.1 The teacher understands and can identify differences in approaches to **  My action research project directly relates to this standard because my research process was based on how I can motivate my students to do their absolute best on quizzes. I think many students work better in an environment that allows for music. I further think that in a Spanish classroom, music in the target language promotes thinking in the target language.
 * KSD **
 * learning and performance, including different learning styles, multiple intelligences, and performance modes, and can design instruction that helps use students’ strengths as the basis for growth. **

**3. S.3 The teacher makes appropriate provisions for individual students who have particular learning differences or needs (in terms of time and circumstances for work, tasks assigned, and communication and response modes) ****. **  Throughout this research process, I realized that my idea of a good test taking environment, wasn´t necessarily the best for all of my students. Many students work better with music. Now, I know that some students perform better with the addition of music. I also know that some students don´t appreciate the music and want a quiet environment.

**3. D.3 the teacher respects students as individuals with differing personal and family backgrounds and various skills, talents, and interests ****<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%; mso-ansi-language: EN-US;">. ** Many students in my classes are very interested in a wide range of activities. I always try to incorporate their interests into my lesson plans. They always know that they can make their projects reflect their personalities.