Classroom Management Philosophy
My philosophy is based on the premise that all rules that are made must be enforced every time, and met every time with the same punishment. Favoritism cannot be shown in a healthy learning environment, nor can weak consequence enforcement. Respect for teachers, others, and selves must be shown by all students. This respect manifests itself in many more specific rules, but all rules are founded in this respect. Whether it be arriving to class on time (teacher), speaking only during appropriate times (class), or being mentally and materially prepared for class (self), any stated classroom rule has its foundations in respect.
Classroom Management Implementation Plan
Observer: Michael Hartman
Name of Class: 8th Grade Physical Science
Number of Students: 20
Format:
Observed
Rules, Routines and Procedures
Observed impact on student behavior
Classroom rules
1. Posted.
2. Emphasize appropriate behavior.
3. Adhered to without exception.
A set of class rules are not posted on any walls or cabinets, and are not well known by the students. They are not followed to the letter by the students who often talk out of turn, leave their seats without asking, and otherwise disrupt class. There is not a clear offense/punishment system for any rules violations
Classroom routines and procedures are taught and practiced.
1. Getting students’ attention.
2. Beginning and ending of class
3. Materials acquisition, distribution and collection.
4. Sharpening pencils, heading papers, etc.
5. Students who are tardy, returning from an absent, or absent from class.
6. Incomplete or missed work.
7. Expectations for group work, seatwork and other activities.
Classroom routines and procedures for many different facets of learning are well known and followed. The flexibility of these routines and procedures allows for the teacher to properly accommodate learning for students on an individual behavior. Students are grateful, especially when the teacher is flexible on missing/late assignments; this gratuity often transfers to better behavior and greater mutual respect. However, with some students, the flexibility is seen as a weakness or something that can be taken advantage of. In an effort to keep the class and learning flowing, Mrs. Anderson will often let underhanded comments or behaviors slide, and students' sour attitudes are often prolonged as a result.
Physical Environment
The physical environment has serious benefits and drawbacks. Students sit at tables instead of desks, which is awesome for quick and structured group-work. However, 6 students sit with their backs to the teacher and white board at the front of the class. This leads to students not paying attention, which in turn leads to further disruptive behavior.
The students don’t seem to mind the lack of decoration, but do enjoy the live iguana that lives in the class at times. Some students who sit near the iguana have complained in the past that "it always decides to move around a lot when we are taking a test" and it can be a bit unnerving.
Classroom supplies (scissors, crayons, markers, etc.) are located in one corner of the class, so they are not very accessible if they all need them at the same time. However, each group has specified baskets which they can pick up from that corner which come stocked with everything they should need, and the stocks can be used if they run out or are missing a material.
Instruction and academic work
Teacher
1. Varied teaching strategies.
2. Well-planned lessons at appropriate level for students.
3. Assignments are relevant and meaningful to students.
4. Clear questions/directions/instructions.
5. Balanced interactions with students.
6. Circulates around the classroom.
7. Utilizes formative assessment to guide the lesson.
8. Positive atmosphere and expectation for success.
9. Appropriate praise-tell them when they excel and how to improve.
The teacher spends quite a bit of time disciplining students who need it to keep the class on track. As a result formative assessments are lacking. However, the assignments, readings, and overall cognitive level of content seems to always be appropriate, which leads to students who are even partially willing to learn being able to learn and comprehend the lessons well. The teacher doesn't need to circulate much, but does an appropriate amount of pacing across the front of the room and stepping into the middle of the room to keep students across the room engaged, and to maintain a level of inquiry equity.
Student
1. Attentive and on task.
2. Accountable for their work.
The students are occasionally attentive, but they are still accountable for their work. This leads to rushed work to finish before the bell, helpless handraisers, and copied answers for students who spend too much time off-task.
Discipline
Teacher
1. Calm, fair and consistent in word and deed.
2. Models positive behavior.
3. Knows students’ names.
4. Demonstrates respect for students.
5. Addresses conflict quickly and positively.
6. Consequences for inappropriate behavior.
Sometimes the teacher mixes up students’ names, and she knows it. They make jokes at her expense because of it, and it seems that they consider it to be disrespectful.
The teacher addresses conflicts between students either positively or negatively when necessary, but otherwise models positive behavior. However, because of the lack of consequences, students rarely follow the teacher’s example. The lack of example following is also probably there are some "cool" kids in the class who act out and have negative attitudes in class. This influences other students to follow their suit as opposed to Mrs. Anderson, as acceptance from their peers is more important than appreciation from their teacher.
Mrs. Anderson has previously expressed to me that she wished to "engage" in drawn out arguments with students less, and as a result, sometimes the students are miffed by a lack of a rise or response from the teacher.
Student
1. Understands and has been taught the rules.
2. Understands there will be consequences for inappropriate behavior.
3. Student takes responsibility for his behavior.
Off-topic and distracting students rarely show remorse for their behavior when corrected. Instead, they just pass blame onto other students until the whole class is further disrupted.
If there were more than 20 students in this class, the disruptions could be even worse. It is a testament to the rapport the teacher maintains with the students that, despite the lack of structured and enforced rules, real science learning is able to be done on a daily basis.
After observing the classroom and the students’ behavior reflect on the following:
1. Think about how rules, routines, and procedures are established and why they are important to your classroom learning community. List a set of general classroom and/or laboratory rules, routines and procedures and briefly describe how you plan to implement rules, routines and procedures in your classroom and how they contribute to the functioning of your classroom learning community.
2. Observe the physical environment of your mentor’s classroom. Draw a floor plan of your mentor’s classroom, paying attention to the arrangement of furniture and materials and the impact on student behavior. Label the different areas and write a short explanation of how different areas are used and whether and how this supports the classroom learning community.
The whiteboard is just about the only material used on a daily basis. It is necessary for projections from the Epson, posting of daily objectives and weekly content outlines, notes, and since it is at the front of the class, the teacher spends most of their time there. The furniture that is most important, and quite unique, are the 6 tables that students sit at. They allow for quick group work, but also facilitate distracting behaviors and talking. Despite this, its support of the learning community as a whole is important, as student collaboration is very important in science learning, and collaboration is structured by the tables.
3. After observing the teacher and student behaviors associated with instruction and academic work, reflect on the impact the observed behaviors have on creating the classroom learning community. Discuss your plans for instruction and academic work and the learning community you hope to create in your classroom.
One of the most important cultures I want to cultivate in my classroom is one of acceptance. Acceptance of different races, genders, ethnicities, socio-economic statuses, and intelligence levels. Acceptance of wrong answers or guesses as being okay. This kind of acceptance will foster collaborative learning, which will hopefully work hand-in-hand with engaged learning. I hope to apply science topics to different situations and concepts that students find engaging. This will be done to promote inquiry-based learning, which will support those students who are less engaged or are unable to follow certain parts of a lesson.
However, failure will not be accepted. I want to push my students as far as I can, with the help of parents. I want to work with students so that they are able to understand and remember as much important higher-level science content as possible. I want to nurture an environment where students are excited to come to class and learn while having fun and pursuing knowledge, and I think the rules listed above, mixed with the culture of acceptance and the rejection of failure will result in a very positive, effective learning environment.
4. Observe the teacher and student behaviors associated with discipline in your mentor’s classroom. Describe the most effective techniques used by your mentor teacher when dealing with student behavior. Include any additional techniques you would implement in your classroom.
The most effective technique that my teacher uses is waiting for 100% compliance with a directive when the class is being disruptive or there are multiple off-task students. I have found the same technique to be effective. However, it gets less effective the more often it needs to be used. Instead, I usually use the “Give me 5” and countdown technique. The students respond to it well, and it makes raising my voice unnecessary. I have also found that being (almost) overly positive and grateful toward student compliance to be very effective. Also, when students are changing gears or tasks and I ask for their attention, I thank students who are doing so, until everyone is; again, I don’t have to raise my voice and I set a positive tone/example for the class instead of a negative or suppressive one.
My philosophy is based on the premise that all rules that are made must be enforced every time, and met every time with the same punishment. Favoritism cannot be shown in a healthy learning environment, nor can weak consequence enforcement. Respect for teachers, others, and selves must be shown by all students. This respect manifests itself in many more specific rules, but all rules are founded in this respect. Whether it be arriving to class on time (teacher), speaking only during appropriate times (class), or being mentally and materially prepared for class (self), any stated classroom rule has its foundations in respect.
Classroom Management Implementation Plan
Observer: Michael Hartman
Name of Class: 8th Grade Physical Science
Number of Students: 20
Format:
Observed
Rules, Routines and Procedures
Observed impact on student behavior
Classroom rules
1. Posted.
2. Emphasize appropriate behavior.
3. Adhered to without exception.
A set of class rules are not posted on any walls or cabinets, and are not well known by the students. They are not followed to the letter by the students who often talk out of turn, leave their seats without asking, and otherwise disrupt class. There is not a clear offense/punishment system for any rules violations
Classroom routines and procedures are taught and practiced.
1. Getting students’ attention.
2. Beginning and ending of class
3. Materials acquisition, distribution and collection.
4. Sharpening pencils, heading papers, etc.
5. Students who are tardy, returning from an absent, or absent from class.
6. Incomplete or missed work.
7. Expectations for group work, seatwork and other activities.
Classroom routines and procedures for many different facets of learning are well known and followed. The flexibility of these routines and procedures allows for the teacher to properly accommodate learning for students on an individual behavior. Students are grateful, especially when the teacher is flexible on missing/late assignments; this gratuity often transfers to better behavior and greater mutual respect. However, with some students, the flexibility is seen as a weakness or something that can be taken advantage of. In an effort to keep the class and learning flowing, Mrs. Anderson will often let underhanded comments or behaviors slide, and students' sour attitudes are often prolonged as a result.
Physical Environment
- All students can see presentation of instruction.
- Teacher can observe all students at all times.
- Furniture arranged to facilitate learning and maximize space.
- Classroom is attractive, bulletin boards are current and student work is displayed.
- Frequently used materials are accessible.
The physical environment has serious benefits and drawbacks. Students sit at tables instead of desks, which is awesome for quick and structured group-work. However, 6 students sit with their backs to the teacher and white board at the front of the class. This leads to students not paying attention, which in turn leads to further disruptive behavior.
The students don’t seem to mind the lack of decoration, but do enjoy the live iguana that lives in the class at times. Some students who sit near the iguana have complained in the past that "it always decides to move around a lot when we are taking a test" and it can be a bit unnerving.
Classroom supplies (scissors, crayons, markers, etc.) are located in one corner of the class, so they are not very accessible if they all need them at the same time. However, each group has specified baskets which they can pick up from that corner which come stocked with everything they should need, and the stocks can be used if they run out or are missing a material.
Instruction and academic work
Teacher
1. Varied teaching strategies.
2. Well-planned lessons at appropriate level for students.
3. Assignments are relevant and meaningful to students.
4. Clear questions/directions/instructions.
5. Balanced interactions with students.
6. Circulates around the classroom.
7. Utilizes formative assessment to guide the lesson.
8. Positive atmosphere and expectation for success.
9. Appropriate praise-tell them when they excel and how to improve.
The teacher spends quite a bit of time disciplining students who need it to keep the class on track. As a result formative assessments are lacking. However, the assignments, readings, and overall cognitive level of content seems to always be appropriate, which leads to students who are even partially willing to learn being able to learn and comprehend the lessons well. The teacher doesn't need to circulate much, but does an appropriate amount of pacing across the front of the room and stepping into the middle of the room to keep students across the room engaged, and to maintain a level of inquiry equity.
Student
1. Attentive and on task.
2. Accountable for their work.
The students are occasionally attentive, but they are still accountable for their work. This leads to rushed work to finish before the bell, helpless handraisers, and copied answers for students who spend too much time off-task.
Discipline
Teacher
1. Calm, fair and consistent in word and deed.
2. Models positive behavior.
3. Knows students’ names.
4. Demonstrates respect for students.
5. Addresses conflict quickly and positively.
6. Consequences for inappropriate behavior.
Sometimes the teacher mixes up students’ names, and she knows it. They make jokes at her expense because of it, and it seems that they consider it to be disrespectful.
The teacher addresses conflicts between students either positively or negatively when necessary, but otherwise models positive behavior. However, because of the lack of consequences, students rarely follow the teacher’s example. The lack of example following is also probably there are some "cool" kids in the class who act out and have negative attitudes in class. This influences other students to follow their suit as opposed to Mrs. Anderson, as acceptance from their peers is more important than appreciation from their teacher.
Mrs. Anderson has previously expressed to me that she wished to "engage" in drawn out arguments with students less, and as a result, sometimes the students are miffed by a lack of a rise or response from the teacher.
Student
1. Understands and has been taught the rules.
2. Understands there will be consequences for inappropriate behavior.
3. Student takes responsibility for his behavior.
Off-topic and distracting students rarely show remorse for their behavior when corrected. Instead, they just pass blame onto other students until the whole class is further disrupted.
If there were more than 20 students in this class, the disruptions could be even worse. It is a testament to the rapport the teacher maintains with the students that, despite the lack of structured and enforced rules, real science learning is able to be done on a daily basis.
After observing the classroom and the students’ behavior reflect on the following:
1. Think about how rules, routines, and procedures are established and why they are important to your classroom learning community. List a set of general classroom and/or laboratory rules, routines and procedures and briefly describe how you plan to implement rules, routines and procedures in your classroom and how they contribute to the functioning of your classroom learning community.
- Respect each other and the teacher.
- Be safe in all that you do.
- Follow given directions.
- Come to class on time and prepared to learn.
2. Observe the physical environment of your mentor’s classroom. Draw a floor plan of your mentor’s classroom, paying attention to the arrangement of furniture and materials and the impact on student behavior. Label the different areas and write a short explanation of how different areas are used and whether and how this supports the classroom learning community.
The whiteboard is just about the only material used on a daily basis. It is necessary for projections from the Epson, posting of daily objectives and weekly content outlines, notes, and since it is at the front of the class, the teacher spends most of their time there. The furniture that is most important, and quite unique, are the 6 tables that students sit at. They allow for quick group work, but also facilitate distracting behaviors and talking. Despite this, its support of the learning community as a whole is important, as student collaboration is very important in science learning, and collaboration is structured by the tables.
3. After observing the teacher and student behaviors associated with instruction and academic work, reflect on the impact the observed behaviors have on creating the classroom learning community. Discuss your plans for instruction and academic work and the learning community you hope to create in your classroom.
One of the most important cultures I want to cultivate in my classroom is one of acceptance. Acceptance of different races, genders, ethnicities, socio-economic statuses, and intelligence levels. Acceptance of wrong answers or guesses as being okay. This kind of acceptance will foster collaborative learning, which will hopefully work hand-in-hand with engaged learning. I hope to apply science topics to different situations and concepts that students find engaging. This will be done to promote inquiry-based learning, which will support those students who are less engaged or are unable to follow certain parts of a lesson.
However, failure will not be accepted. I want to push my students as far as I can, with the help of parents. I want to work with students so that they are able to understand and remember as much important higher-level science content as possible. I want to nurture an environment where students are excited to come to class and learn while having fun and pursuing knowledge, and I think the rules listed above, mixed with the culture of acceptance and the rejection of failure will result in a very positive, effective learning environment.
4. Observe the teacher and student behaviors associated with discipline in your mentor’s classroom. Describe the most effective techniques used by your mentor teacher when dealing with student behavior. Include any additional techniques you would implement in your classroom.
The most effective technique that my teacher uses is waiting for 100% compliance with a directive when the class is being disruptive or there are multiple off-task students. I have found the same technique to be effective. However, it gets less effective the more often it needs to be used. Instead, I usually use the “Give me 5” and countdown technique. The students respond to it well, and it makes raising my voice unnecessary. I have also found that being (almost) overly positive and grateful toward student compliance to be very effective. Also, when students are changing gears or tasks and I ask for their attention, I thank students who are doing so, until everyone is; again, I don’t have to raise my voice and I set a positive tone/example for the class instead of a negative or suppressive one.