My Philosophy
Creating a Caring Community
One of my main goals as a teacher is to maintain a positive learning environment in my classroom. In my class, I will be discussing some potential controversial and emotional topics for some and I want students to feel comfortable and able to contribute to all conversations without worry of judgment. That’s why I find it important to create that family community in the classroom. Some methods to creating a caring community are establishing classroom norms or standards as a class. Instead of the teacher creating all the classroom standards, I think that establishing them, as a whole is a good way to build a community. Another strategy I think would be fun to try is having expectations of the different roles in the classroom. So the students pick what is expected of them, their peers, as well as their teachers (Villa, Thousand, & Nevin, 2010). Also, having a comments box in the classroom. If used appropriately, students could write any questions, comments, or concerns and leave them in the comment box completely anonymously. The teacher would review them and bring any up if need be. Students should also be a part of the decision making process, this means having a more democratic system in the classroom. The teacher isn’t making all the decisions; students are creating their classroom environment. Introductions are also key in establishing relationships with the students. As a teacher, make sure that your introduction makes you more personable by adding something about you that is more personal. Have students introduce themselves as well.
Recovery
Nobody is perfect, and that includes our students as well. Sometimes they will get out of line or break some of the classroom rules. It is important that the teacher manage the behavior as soon as possible so that the student’s behavior does not become a larger problem later. Ideas on recovery include: Scheduling a conference. I believe that since I am teaching young adults, I would like to try and give them a chance to diffuse the situation. The conference could be between myself and the student to see what is going on and what is causing them to act that way. I also like the idea of the secret symbol (Jagir, 2014). If the student is acting out, a way to not draw attention to it is to give a secret signal to the child so he or she knows that they are acting out of line. It is important students know accountability for their actions. I am firm believer in teaching personal responsibility, I am leaving it on the students to seek out missed schoolwork due to an absence. I will have a web site that I am frequently updating with student assignments. That web site will include a homework calendar as well as a Google Drive where they can access all assignments. (Jagir, 2014). I like the discipline with dignity model of managing behavior. Two of the strategies I liked the most were after recognizing the behavior, the teacher turns it in to a lesson on how to have greater success. Students feel that they are equal to the teacher rather than the authoritative model.
Life Skills
As teachers, we must remember that we are not only teaching students the content, but also character and how to face the world outside of school. Teaching students how to be social and interact with others is key in creating young adults ready for the real world. Some strategies to do this are teaching students step-by step on how to deal with conflict (Jagir, 2004). They will be faced with confrontations frequently and it’s important they know how to deal with it. Having consistent team building and group projects are also important because it teachers students how to work with others and a different range of people. Having “life lessons” every once in a while is a good way for students to receive advice from the teacher on how to handle certain situations, but also get to know their teacher a little more. Problem solving, especially in groups is a good way for students to learn how to critically think and work with others on solving problems.
Somewhere Else Plan
There will be times a student crosses boundaries, which results in discipline to be taken very seriously. Students may often need a place to go, such as going for a walk to get a drink of water. It is important that they still feel in control of themselves, but they know what they did was wrong. Also teacher-student conferences would also aid in getting to understand the child better and see If there is anything the teacher could do to make the student feel more comfortable in the classroom. Sometimes, the student just needs extra assistance, and that’s where a co-teacher would come in handy to make sure that this student is doing the best of his or her abilities. If a student had a problem in the classroom, they will be allotted time to reflect on their behavior. They will need to recognize that what they do impacts others around them (Shapiro, 2004). Students can also need extra assistance in learning how to discuss issues and it is important to have student-led conferences for students to learn how to communicate their problems so that they can recognize what they need to work on and when they need to ask for help (Jagir, 2014).
Wrap Around Support
Students who need extra assistance needs a teacher to be aware of this support and backing it up one hundred percent. Strategies to give the student extra support are aids or co-teachers, students are allowed to take tests and assessments elsewhere so they can concentrate better. It is important that I am aware and on top of all 504's or IEP plans. If the student may not have an IEP or any sort of formal behavior plan, the student and I can come up with a support plan that we will work with so that he gets rewarded for his positive behavior. If the student has the support and knows that they are cared about, they will start turning negative behaviors around (Villa, Thousand, Nevin 2010)
Resources:
Students as Collaborators in Responsibility. (2010). In R. Villa, J. Thousand, & A. Nevin (Eds.), Collaborating With Students in Instruction and Decision Making (pp. 171-188). Thousand Oaks, California: Corwin
Shaprio, Lawrence, E. (2004). 101 Ways to Teach Children Social Skills: A ready to use, reproducible activity book. The Bureau For At-Risk Youth, United States.
Jagir, Ritu. (Cooperating Teacher) Personal Communication
One of my main goals as a teacher is to maintain a positive learning environment in my classroom. In my class, I will be discussing some potential controversial and emotional topics for some and I want students to feel comfortable and able to contribute to all conversations without worry of judgment. That’s why I find it important to create that family community in the classroom. Some methods to creating a caring community are establishing classroom norms or standards as a class. Instead of the teacher creating all the classroom standards, I think that establishing them, as a whole is a good way to build a community. Another strategy I think would be fun to try is having expectations of the different roles in the classroom. So the students pick what is expected of them, their peers, as well as their teachers (Villa, Thousand, & Nevin, 2010). Also, having a comments box in the classroom. If used appropriately, students could write any questions, comments, or concerns and leave them in the comment box completely anonymously. The teacher would review them and bring any up if need be. Students should also be a part of the decision making process, this means having a more democratic system in the classroom. The teacher isn’t making all the decisions; students are creating their classroom environment. Introductions are also key in establishing relationships with the students. As a teacher, make sure that your introduction makes you more personable by adding something about you that is more personal. Have students introduce themselves as well.
Recovery
Nobody is perfect, and that includes our students as well. Sometimes they will get out of line or break some of the classroom rules. It is important that the teacher manage the behavior as soon as possible so that the student’s behavior does not become a larger problem later. Ideas on recovery include: Scheduling a conference. I believe that since I am teaching young adults, I would like to try and give them a chance to diffuse the situation. The conference could be between myself and the student to see what is going on and what is causing them to act that way. I also like the idea of the secret symbol (Jagir, 2014). If the student is acting out, a way to not draw attention to it is to give a secret signal to the child so he or she knows that they are acting out of line. It is important students know accountability for their actions. I am firm believer in teaching personal responsibility, I am leaving it on the students to seek out missed schoolwork due to an absence. I will have a web site that I am frequently updating with student assignments. That web site will include a homework calendar as well as a Google Drive where they can access all assignments. (Jagir, 2014). I like the discipline with dignity model of managing behavior. Two of the strategies I liked the most were after recognizing the behavior, the teacher turns it in to a lesson on how to have greater success. Students feel that they are equal to the teacher rather than the authoritative model.
Life Skills
As teachers, we must remember that we are not only teaching students the content, but also character and how to face the world outside of school. Teaching students how to be social and interact with others is key in creating young adults ready for the real world. Some strategies to do this are teaching students step-by step on how to deal with conflict (Jagir, 2004). They will be faced with confrontations frequently and it’s important they know how to deal with it. Having consistent team building and group projects are also important because it teachers students how to work with others and a different range of people. Having “life lessons” every once in a while is a good way for students to receive advice from the teacher on how to handle certain situations, but also get to know their teacher a little more. Problem solving, especially in groups is a good way for students to learn how to critically think and work with others on solving problems.
Somewhere Else Plan
There will be times a student crosses boundaries, which results in discipline to be taken very seriously. Students may often need a place to go, such as going for a walk to get a drink of water. It is important that they still feel in control of themselves, but they know what they did was wrong. Also teacher-student conferences would also aid in getting to understand the child better and see If there is anything the teacher could do to make the student feel more comfortable in the classroom. Sometimes, the student just needs extra assistance, and that’s where a co-teacher would come in handy to make sure that this student is doing the best of his or her abilities. If a student had a problem in the classroom, they will be allotted time to reflect on their behavior. They will need to recognize that what they do impacts others around them (Shapiro, 2004). Students can also need extra assistance in learning how to discuss issues and it is important to have student-led conferences for students to learn how to communicate their problems so that they can recognize what they need to work on and when they need to ask for help (Jagir, 2014).
Wrap Around Support
Students who need extra assistance needs a teacher to be aware of this support and backing it up one hundred percent. Strategies to give the student extra support are aids or co-teachers, students are allowed to take tests and assessments elsewhere so they can concentrate better. It is important that I am aware and on top of all 504's or IEP plans. If the student may not have an IEP or any sort of formal behavior plan, the student and I can come up with a support plan that we will work with so that he gets rewarded for his positive behavior. If the student has the support and knows that they are cared about, they will start turning negative behaviors around (Villa, Thousand, Nevin 2010)
Resources:
Students as Collaborators in Responsibility. (2010). In R. Villa, J. Thousand, & A. Nevin (Eds.), Collaborating With Students in Instruction and Decision Making (pp. 171-188). Thousand Oaks, California: Corwin
Shaprio, Lawrence, E. (2004). 101 Ways to Teach Children Social Skills: A ready to use, reproducible activity book. The Bureau For At-Risk Youth, United States.
Jagir, Ritu. (Cooperating Teacher) Personal Communication