Classroom Management Philosophy
As a subscriber to student-focused philosophies such as the progressivist, existentialist, and social reconstructionist schools of philosophical thought on the teaching profession, I believe that classroom management and any plan to do so is in large part based in the individual natures of the students in question. As such, I have found that when it comes down to it, my philosophy for classroom management can be boiled down to one core principle: mutual respect. Of course, even if this is the case, that doesn't mean that there cannot also be a prescribed set of fixed rules built up around this core principle. Building off of the Self-Discipline Pyramid of Villa, Thousand, and Nevin, my student-centered Classroom Management Plan consists of 5 levels: Creating a Caring Community, Recovery, Life Skills, a Somewhere Else Plan, and Wraparound Supports.
Creating a Caring Community:
The creation of a positive sense of community in my classroom is a multi-faceted problem, and one that I hope to be diligent in tackling. There's a good reason this is the base of the pyramid; without a sense of community, a classroom is not really a classroom, and learning becomes much more difficult. As a student-centered teacher, I believe that much of the learning in my class will be done through collaborative discovery among students as opposed to me handing them what they need to know. By ensuring that the students are familiar and comfortable with each other, it will be easier for class discussions to flow than it would be in a room of complete strangers, and students will be more willing to take the kinds of risks that lead to the most powerful learning experiences. By creating an environment that avoids the traditional layout of classrooms, I aim to instill in students the notion that learning can take place anywhere, a view that I feel helps to set them up as lifelong learners. I hope to tackle this issue from several different angles:
The creation of a positive sense of community in my classroom is a multi-faceted problem, and one that I hope to be diligent in tackling. There's a good reason this is the base of the pyramid; without a sense of community, a classroom is not really a classroom, and learning becomes much more difficult. As a student-centered teacher, I believe that much of the learning in my class will be done through collaborative discovery among students as opposed to me handing them what they need to know. By ensuring that the students are familiar and comfortable with each other, it will be easier for class discussions to flow than it would be in a room of complete strangers, and students will be more willing to take the kinds of risks that lead to the most powerful learning experiences. By creating an environment that avoids the traditional layout of classrooms, I aim to instill in students the notion that learning can take place anywhere, a view that I feel helps to set them up as lifelong learners. I hope to tackle this issue from several different angles:
Classroom Layout/Decor
While the resources allocated to me by the school site will have significant impact on these factors, I would ideally eschew desks in my classroom, instead seating students at tables of four to six students each, with enough space between tables for me to wander the classroom. As discussion is a key part of understanding the humanities, this seating arrangement will naturally group students together in a manner conducive to effective communication.
Alfie Kohn's thoughts of the importance of "stuff" will be a guiding influence on my classroom's decor. In addition to the "greatest hits" of history classroom decoration (maps, portraits of notable figures, newspaper articles, etc.), which will illustrate relevant historical topics in an engaging manner to make students feel that the subject they're studying is a dynamic and engaging one, I will make certain that an abundance of books, posters relating to topics separate from the content of classes, and other non-topical items are visible in my classroom. It is my belief that this will illustrate to students and classroom visitors that the goal of the humanities is not just to read important works and become knowledgeable about important world events, but to encourage students' development as individuals, development that expands far beyond the boundaries of curriculum (Kohn 1996).
While the resources allocated to me by the school site will have significant impact on these factors, I would ideally eschew desks in my classroom, instead seating students at tables of four to six students each, with enough space between tables for me to wander the classroom. As discussion is a key part of understanding the humanities, this seating arrangement will naturally group students together in a manner conducive to effective communication.
Alfie Kohn's thoughts of the importance of "stuff" will be a guiding influence on my classroom's decor. In addition to the "greatest hits" of history classroom decoration (maps, portraits of notable figures, newspaper articles, etc.), which will illustrate relevant historical topics in an engaging manner to make students feel that the subject they're studying is a dynamic and engaging one, I will make certain that an abundance of books, posters relating to topics separate from the content of classes, and other non-topical items are visible in my classroom. It is my belief that this will illustrate to students and classroom visitors that the goal of the humanities is not just to read important works and become knowledgeable about important world events, but to encourage students' development as individuals, development that expands far beyond the boundaries of curriculum (Kohn 1996).
Classroom Interaction
This individual development is a great source of diversity, and it is important to me that this diversity is respected and supported. As a mixed-race member of the LGBT community who was raised by two parents of different religious beliefs and has had a great deal of interaction with my local community of adoptive families, I like to think that I have a great respect for people's differences. I will diligently work to ensure that my classroom is a safe space, where students never feel like an outsider on account of race, religion, sexual orientation, gender identity, cultural heritage, or for any other reason. (Olson, 2009) To this end, I will make sure I have several items posted around the classroom that establish it as a safe space (example posted below). As mentioned previously, I hope to run my classroom based on the principle of mutual respect. I will introduce this principle to the students in the first moments of class, and it will be a recurring topic throughout the class. To avoid any excessively gray areas in students' understanding of this principle, I will devote time to having them collaborate to come up with some specific rules that support this view. By having the students generate specific rules, they gain a sense of personal ownership that will make them more motivated to engage in class. Another method I will employ to encourage this development is the inclusion in first-day activities of a "name game" activity. This activity may take myriad forms, but it will be a major part of the first day of class. This is important for me as a teacher to match students' names to faces, but it is also very important for the students to know each other in a discussion-heavy class like History. Building off of this, I may utilize some version of Brackett's RULER method in class, which will provide a solid framework for students understanding themselves and handling serious discussions well (analysis can be found here). By helping students Recognize their emotions, Understand those feelings, Label them, Express them healthily, and Regulate their feelings, I hope to create an environment where students feel comfortable and able to express their opinions (Brackett et. al, 2011). To ensure that students are called upon equitably, I have two strategies. First, I can use the Teacher's Pick app (Rick Morris, 2014), utilizing a technological resource to call on students. Alternatively, as a part of the name-learning game on the first day, I would have each student write their name, contact info, and a collection of facts about themselves on an index card. I would then collect these cards, mixing them and using them as a way to call on students by luck of the draw. To make myself more accessible to the students, I make a point of sharing a bit about my background here on my website, as a part of first-day activities, and throughout the term as it becomes relevant to the materials being covered. This information will span a variety of topics, not just those related to the subject matter of class. This is in an attempt to bring the same principle of "stuff" that Kohn uses to describe classroom decor to students' understanding of who I am as a person, not just as a teacher (Kohn 1996). Recovery:
It's inevitable that, even with that sense of ownership, some students will still end up pushing the limits and disrupting the learning both of themselves and of their classmates. I have a variety of strategies prepared to correct these issues, some of which are student-based and some of which are based around myself as the teacher: Teacher-based Strategies
The primary and simplest method I use to keep students on-task is proximity. In a classroom following the layout I outlined previously, it will be easy for me to move through the entire room at any time. When I notice a student is drifting off task, I can move to stand next to them, and often that simple act is enough for them to correct their problem behavior (Albert, 1996). The next level of recovery is to verbally engage the off-task student, informing them of the disruptive behavior, why it is disruptive, and telling them firmly to cease and desist. Should they continue to exhibit problem behavior, I will make them aware of the potential disciplinary actions awaiting them, helping them to realize that their actions have consequences. When talking to students, it's important that the manner in which I speak to them not cause further problems. As such, I will aim to engage in active listening during conversations with students (Classen/Classen, 2008), and I will be sure to use "I" statements when communicating with them to keep them from feeling unduly persecuted. Of course, behavior is not only a negative thing. I make a point of pointing out students who are doing a great job of participating in class (Brendtro, Brokenleg, Martin, Bockern, & Van, 2002). This way, students won't be left feeling that all I do is criticize their mistakes, and I will be able to actively present models of how best to behave in class. (Olson, 2009) Student-focused Strategies
Student misbehavior can also be a learning opportunity, both for myself and for students. As such, I aim to discuss such issues with the students in question, asking them to reflect on what I can improve to keep them engaged and what they may be able to take from the experience to better themselves. In this way, even potentially negative experiences can be used in a positive manner. (Curwin, 2008) I will approach disciplinary actions on a case-by-case basis. I know that not all students have the same experiences, and that they react differently to the same stimuli. To this end, I aim to incorporate an understanding of their personalities, learning profiles, and interests into any and all disciplinary decisions I make. (Curwin, 2008) To maintain a sense of equity in my classroom, I will be open about this process, letting students know that I aim to make a point of treating them as individuals. As such, I will make explanations and suggestions of what might help them stay on task a major part of my disciplinary process. I will make a point of communicating to students that I believe in discipline not as a punishment, but first and foremost as a way to explore alternatives that can help a student to thrive in school. After meeting with students, I do my best to follow up later, enabling them to see that this issue is actually important to me and to encourage them to actively work on the problem even after meeting. (Classen/Classen, 2008) As a student-focused educator, I aim to incorporate my belief in and support of individual development into my recovery plans. By engaging students one-on-one, listening actively, and approaching discipline on a case by case basis, I can support their growth as individuals while simultaneously modeling effective communication techniques they can use themselves. Life Skills: I believe that the humanities encourage the development of important life skills: Communication Given the previously mentioned focus on group discussion, I believe that the study of history and literature is a great opportunity to practice how best to articulate one's thoughts and opinions. Knowing that some students will be more or less confident in their ability to contribute to a class-wide discussion, I will make use of the Think-Pair-Share approach to discussion. After giving students time to look over the relevant material, I will have them discuss the questions and topics at hand in their table groups first, informing them that it's their chance to accumulate good points and answers in case their first choice has already been covered when they are called on in the class discussion. In this way, students who may not have the confidence to speak up to the whole class get a smaller setting in which to practice the development of those skills, and this serves as a scaffold encouraging them to build their confidence in speaking to larger groups. This provides a gradual way for them to develop their verbal communication skills, which will serve them in every area of their lives.As a way to model giving constructive feedback, I will make a point of noting and mentioning positives in student work and behavior as well as negatives (Brendtro et. al, 2002). Written communication is also very important. I make a point of including written work into every day of class in one form or another. For work that is being generated in class or which is more formative (homework, reading notes, etc) I don't place much emphasis on spelling or grammar, wanting students to focus more on developing the skills to put their ideas down in writing. For summative assessments (essays and presentations) spelling and grammar will be a small but important part of their grades. In this way, I can reinforce that while spelling is very important for formal writing, the more essential underlying skill is the ability to write out one's thoughts. Relatedly, I will aim to incorporate elements of the RULER technique into my discussions with students, encouraging them to develop their ability to articulate their emotions and to cognitively recognize the effect those feelings might have on their perception of situations (Brackett et. al, 2011). RULER is an acronym composed of 5 strategies: recognition of emotion, understanding emotion, labeling emotion, expression of emotion, and regulation of emotion. By encouraging their development of these abilities, I will set them up to be a good deal more successful in both personal and professional relationships throughout their lives. To model communication in the written medium, I will have a syllabus detailing the nature of the course, my expectations of students, and what they can expect from me. By having a written record of these expectations, students will have a tangible written document detailing how they should act in class and what to expect. Empathy It has been said that the study of the humanities is a chance to exhibit and develop empathy. By examining and seeking to understand the words, thoughts, and actions of people removed geographically or chronologically from oneself, it's possible to develop a much greater ability to put oneself in the shoes of another, which is an invaluable ability to have when one interacts with other people. Relating to empathy, having the ability to understand how another person thinks is central to determining potential biases and considering conflicts (both historical and personal) from multiple perspectives. As such, in my class there will be a great focus on issues of human rights, social justice, and the importance of understanding. It is my goal as an educator to make students aware of events and experiences utterly removed from their own, both those of great positive influence and those that exhibit oppression of an intensity they may not otherwise know exists. To this end, I will include in any humanities-related class I teach a recurring assignment relating to finding current events related to the topics covered in class. This will be a way to ensure that students are able to connect the content with the modern world, and also for them to become aware of issues in unfamiliar corners of the world. Since my classes will place such an emphasis on group work and collaboration, they are a great opportunity for students to actively develop empathy for their peers. As such, I will divide them into regular groups, which will only be broken up a few times a semester. These groups will be reflected in the seating chart, and will be constructed to pair students of differing SES, EL designation, SpEd designation, and personal background to ensure a diversity of opinions and experiences being brought into each discussion. In this way, students will be confronted with a variety of different people every day in class, enabling them to make an empathy-based connection with their peers who may be very different from themselves (Villa, Thousand, & Nevin, 2010). To encourage the development of this empathy further, I will discuss Maslow's Hierarchy of Needs (pictured below) with my students as a part of the initial days of each class, and will include the diagram in my syllabi for all classes. By presenting this flawed but effective model of human behavior, I hope to encourage students to realize that the underlying concerns driving human behavior are by and large consistent across the human race. With this understanding, they will be able to at least begin to understand other perspectives and find commonality with themselves (Maslow, 1943). Another way in which my classroom management will encourage the development of empathy is through the expectations I set up for them as students. While I of course believe that the information I'm teaching is important, I aim to communicate to them that I understand they have other classes and concerns outside of school (Olson, 2009) and that the most important thing is that they take care of themselves. At the same time, their signing up for this class means they agree to do the work to the best of their ability. By treating students as individuals (as mentioned in Recovery) and understanding the multifaceted nature of their lives, I can model an empathetic manner in which to communicate with others. As a student-centered educator, the primary focus of my class will be on the development of these skills that can serve students throughout their lives. By encouraging students to develop their communication skills and their ability to understand both their own and others' thought processes, I can equip them to go out into the world well-prepared and able to make significant changes. Somewhere Else Plan Even with these supports built in, there will be some students who will at times need to be removed from the main body of the class to examine and correct behavior or for purposes of reteaching. As in my recovery plan, this level of management can be divided into strategies centered around myself as an authority figure, and those focused on my students. Teacher-Centered It is important to me that my students feel they can come to me for help outside of the regularly scheduled class time. As such, I will communicate to them that I am available before school, at lunch, and after school on most days. By making myself available outside of class time, it is easier for students who may need extra support to get that additional time. I've heard from some students in other classes that an area of the classroom dedicated to reteaching is viewed negatively; I seek to actively combat this in my classroom. I hope to emphasize that each student is unique, and that they should celebrate that uniqueness. Re-teaching just means that my previous lesson was not as good as it should have been; it should be no reflection on the people who need the extra help (Curwin, 2008). Student-Centered At times, all it takes for a student to calm down and collect themselves is the chance to momentarily remove themselves from a difficult situation. As such, I make a point of having students who are having a difficult time in class behaviorally take a 3-minute break from class, to sit outside and cool down (Villa, Thousand, & Nevin, 2010). To this end, I will have a separate set of passes explicitly for students who need to cool down. This way, if they're seen outside of class and not on their way to anywhere in particular, they have an official piece of documentation to keep them from being further disciplined for being outside of class. I will make clear to students that they are not to use this time to goof off, but to focus on cooling off and returning to a mindset conducive to class. Depending on how difficult certain students make this, I may add a stipulation that they have to stay within line of sight of the classroom. In the case of students who need extra time for assignments (either due to an IEP or for other reasons) my current school site offers after-school peer tutoring programs, which can be used as another source of support for students who may need more academic support than they can get in one class session. Regarding students with IEPs more broadly, there are extra resources, including a separate special ed room, available should students need extra time on a test. I will also communicate frequently with the SpEd department for advice, suggestions and any other information that could help me in teaching these students and ensuring they don't feel ignored or left behind. For students who may have frequent or severe behavioral issues, I aim to maintain a dialog with the site psychologist, as well as any other mental health support entities, in order to be mindful of and offer support to those students who may be under a great deal of stress. I will also strive to point out positives in their behavior, to encourage their improvement of their behavior (Brendtro et. al, 2002). Wraparound Support As a student-centered educator, I am committed to doing whatever it takes to support all of my students in their development. Naturally, some students will require more support than others, and in being mindful of that, I have the following plans in place for aiding those students who need the utmost degree of support: IEP/504 Students For students with a documented Individual Education Plan, I design all of my lessons with the accommodations called for in those documents in mind. I am a strong believer in avoiding any potential social stigma attached to needing extra support, and so I try to have many of my lessons and accommodations available to the whole class when possible. Between my experiences co-teaching during my clinical practice and my time spent working both as an AVID tutor and as an aide in a SpEd Academic Support Class, I am also trained, ready, and willing to work with student aides or tutors, as well as co-teachers to provide extra support for those students who need it most. On a day-to-day basis, I strive to include differentiation in my lessons to ensure that every student is able to succeed in class. I structure each lesson specifically so that students who need extra support can get it, and I strive to ensure that those supports are present in a manner which won't lead the students who benefit most from them feeling like an outcast (model differentiated lesson plan can be found here). Should I find myself working with a co-teacher, I am committed to meeting and planning with them, and approaching the class as a fully shared endeavor, especially making a point of planning together (an observation of a cooperative planning session I was a part of can be found here). In lectures and other in-class segments, I envision this arrangement being a fairly free-wheeling one, with one teacher taking the lead and the other chiming in with extra information and otherwise contributing. In small group assignments and during independent work, I will strive to ensure that both teachers are available to help students. I will also do my best to take advantage of having two teachers in the room, planning activities that can benefit especially from the additonal educator As necessary, co-teachers can also be a part of the Somewhere Else Plan, taking students aside who need re-teaching or who are emotionally incapable of participating in class at the moment. Regarding district aides, tutors, or students filling either of those roles, I will take the lead, giving primary instruction, lecturing, and so on. During work times, however, I will have aides and tutors circulating independent of myself, helping each group in turn. At times, I may also have them do this circulating while I work with students who need extra support, or vice versa. As many students have accommodations calling for them to get access to notes, I will make any lecture materials (handouts, presentations, video clips, etc) available online through Blackboard, Moodle, my own website, or another resource depending on the school site I am working at. These resources will always be posted on the same site, and I will communicate the location of these resources to my students regularly. Severe Behavioral Issues In the case of students whose severe behavioral issues may be a regular issue in class and for whom the previous levels of support have not been adequate, I am prepared to involve counselors, parents, and administration as it becomes necessary. At the same time, I feel as a student-centered educator that it is important even at these severe levels of intervention to emphasize the potential of this experience as a growth opportunity, and that the behavior is a problem, not the child themselves. The goal of these interventions is not to punish the students in question, but to help them to grow (Nelson et. al, 2002). Furthermore, I will always strive to understand the reasoning behind any such behavioral issues. I don't believe students to be inherently malicious, and so I will strive to understand them using tools such as Maslow's hierarchy (Maslow, 1943). I will also make a point of following up with these students at a later time, to see if they've reflected on the incident in question, and get any new insights they may have had (Villa, Thousand, & Nevin, 2010). |