Philosophy of Classroom ManagementInitial Considerations-Classroom management is… the binding force between students and teachers that contributes to a positive classroom environment. Through a mutual exchange of cooperation, respect and trust, the teacher and students will form a supportive and inclusive community. Learners will support each other and the teacher will facilitate learning. In the classroom, students should feel capable, connected, and competent (Charles/Albert, 2002). Mistakes and misbehavior will be addressed as a learning opportunity in ways that build confidence and recognize achievement. An exchange of affirmation, acceptance, attention, and appreciation will foster positive relationships between the teacher, students, and their peers. The learners will recognize and build upon each other’s strengths, while cooperating to address any weaknesses. Students should feel as though they belong in the classroom, as well as contribute to the development of the class, school, and community, motivated by a desire to help each other and protect our environment.
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promoting a sense of belonging and togetherness in the classroom community. I believe this will also address the needs of learners from collectivistic backgrounds. Additionally, my inclusive management style will promote harmony in the classroom. Classroom management can be transformed to harmony as the students and teacher collaborate together to create an environment that promotes discovery and learning. Internship implementation-In my internship experience, I have found that while I am unable to orchestrate the classroom in the ways I would hope, there are still opportunities to incorporate my unique philosophy. Everyday, I ensure that each of my students feel valued, supported and accepted. I take an active interest in their lives in and outside of school, not only through conversations but in their academic learning. Additionally, I consistently recognize student's achievements to support their feeling of competence. While grading papers, I include supportive feedback and positive reinforcement to recognize their accomplishments. I hope that students can view my CT and I's classroom as a comfortable environment in which they feel a sense of ownership. To accomplish this, I have posted student work throughout the room and hung student-contributed anchor charts in visible places. I treat my students with trust and respect and encourage the students to work cooperatively at all times. When students misbehave, I strive to discover what is causing the inappropriate or undesirable behavior and consider the needs of the student. In the future, I hope to structure student's sense of contribution by motivating them to learn while promoting environmental awareness and conservation.
Charles, C. M. Linda Albert's 'Cooperative Discipline'. In Building classroom discipline. Boston. Allyn and Bacon. 2002. Ch. 5. pp.
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Tasks accomplished during an ELA lesson on Point of ViewGrabbing student's attention:When my students work in small groups or pairs, or they are transitioning between tasks, my CT uses a variety of attention getting strategies. Her usual strategy is counting down from 5. Students know they are expected to have their materials prepared and be on task by the time my CT reaches 1. During my lesson, I utilized the "5, 4, 3, 2, 1," attention getting strategy as students were to return to the class group after discussing with their table groups. Most of the students' attention was redirected as they turned to face me and move forward in the lesson. The next time I needed the learner's attention during the lesson, I practiced one of my favorite attention getting strategies. I adore music, rhythm and having fun in the classroom. So, I clap a fun beat (usually 4-6 beats) and the students mimic my clapping. I did two different rhythms to make sure all students had an opportunity to redirect their attention. While I clap and the students return my rhythm, I take the opportunity to dance around the classroom. Getting the students focused and smiling allows us to return to the task refreshed and ready to share. Moving forward, I believe it would be beneficial to have a variety of attention getting strategies in the classroom. Students should be given explicit instruction so they understand the intention and appropriate response for each attention getting technique. I would also like to introduce new strategies throughout the year to keep students engaged and on task. There is an excellent slideshow resource here that includes multiple unique strategies that can be integrated in the classroom. In particular I would like to try the knock-knock joke attention getter and doing something unexpected (see example below). Planning and implementing a read aloud:
room, students are made aware that I am still present and cognizant of their behavior while I am reading. I included dramatic pauses, changes in my pitch or volume of voice and appropriate expression while I was reading. Students were on task, highlighting key words for point of view, as I read the multicultural tale aloud. I absolutely adore read alouds and plan to implement them in my classroom daily. During the last 10 minutes of each day, there is wasted time before students dismiss. I plan to use this time to read interesting folk tales, new science articles and other reading materials to students. I also believe students should be given time to read aloud to each other. Reading is a social, creative and fascinating experience that I hope all my students will find joy in.
Lining up students to change locations.
To go to lunch, I chose to line students up by who had their tables ready. The learners sit at color-coded tables that accomodate 4-6 students. Before I would call a table to line up, I had to see that they had their lunch materials in hand and their tables had only the necessary notebooks and textbook for when they returned from lunch. The students were eager to be the first table chosen and I saw those 4th graders sit straight up in their seats with big smiles as they waited to line up for lunch. By calling one table at a time, I was able to avoid over crowding in the classroom that could have caused injuries. As we embarked on our journey, I walked next to students with the line monitor trailing behind me. I would occasionally turn around, with a dramatic swivel similar to that of a graceful dancer, to check the students behind me. They smiled as I twirled along the line. When we made it to the cafeteria there was traffic in the doorway. ![]() While we waited for other students to file in or out of the cafeteria, I read to the kids. They had done an exceptional job of following procedures for walking to lunch, so I decided that they deserved some poetry. This adorable book of poems (pictured to the left) are all related to school and most of them can be read in under a minute. The students wanted to hear the humorous and thought-provoking poems, so they stayed quiet as we waited and I animatedly read goofy poetry to them. I have always had a love for the performing arts, so I never feel more comfortable than I do when reading aloud to students and making them laugh. Eventually, traffic to/from the cafeteria cleared and I was able to dismiss my learners to eat their well-deserved lunches. As I continue my career, I hope to offer my students a little variety in everyday tasks. If learners are able to control themselves and follow appropriate procedures, I will reward their hard work in creative ways. I believe it is a highly effective strategy to release students to line up that are ready for the upcoming tasks and have shown that they can follow directions. For younger learners, I'd like to convince they are actually ninjas in training. We would discuss that ninjas are quiet, disciplined and very hard to be detected. Students would then practice their ninja-like walk while in line. While we walk, I'd like to engage students with the world around them by pointing out the beauty of nature and the various displays around the school's campus. Simon Says is a great game to be played in the hallway as well. I believe there is great value in finding the pleasure in the little things of everyday life, and I hope to share that love with my students.
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