CLASSROOM MANAGEMENT
Kelsey MacLeod's Classroom Management Philosophy: Teaching Lifelong Learners
“Regardless of how their relationship goes, teachers and students never forget each other.” p. 10 Discipline with Dignity
I teach students, not just subjects like French, Math, Science, Music or Physical Education. As teachers, we need to remember that we are teaching human beings: children who are our future. How we teach and relate to our students is what is molding and impacting them everyday. I strongly agree with the quote from the book by Richard Curwin Discipline with Dignity: “Regardless of how their relationship goes, teachers and students never forget each other.” Teachers can change student’s lives for the better or the worse. My personal goal is to have a positive impact on my students by getting to know them personally and fostering a lifelong love of learning. I also plan to create a positive and safe learning community by including all students. I will promote student responsibility in social and academic areas so they can positively contribute to their school and community today and in the future.
Inclusion and Classroom Environment
As a future teacher, I hope to promote and encourage student diversity and inclusion by having a welcoming classroom for students with diverse backgrounds and exceptionalities. All students are to be included and treated equally with respect. Ice-breaker and get to know you activities will be used during the first week of school in my class to promote friendship and care among students. Implementing mindfulness and completing student building activities consistently during the year can strengthen and create a community of learners who respect and help each other solve difficult social situations. In addition, at the beginning of the school year and throughout the year, I intend to educate my students about bulling, cyber bulling, the bystander effect, and appropriate actions to take if found in these situations. It is important to teach children to respect others, by modelling and promoting respectful behaviour in the classroom, and educating them about the harmful effects of bullying. Students will learn that they are part of a team and if one person falls, another team member should help pick him/her back up again. Another way I hope to build a community in the classroom is to have each student share about their family, culture, traditions, language, and religions at the beginning of each year. This way I can be sure to include their culture in the class and incorporate appropriate activities to educate the other students in the class about other cultures, languages, and traditions.
Having a welcoming classroom is important for children to feel safe and at home while at school. My ideal classroom will be clean, neat and tidy, but also inviting, with lots of books, a reading corner with comfy chairs, a de-stress basket with comforting items, a wall to post recently learned concepts, and a wall with displayed student work.
Student well-being is vital for student progress and success in learning. It is important to have good student-teacher relationships where everyone feels safe to talk about anything because students will feel comfortable to take risks and grow in their learning. Teaching students strategies and good mental and health habits such as art, music, physical education, and mindfulness is vital. Fostering a positive learning environment emphasizing the Golden Rule: “Treat others as you would like to be treated” teaches empathy so students can be behave in considerate ways to contribute to this environment.
Rules, Signals, Procedures, and Discipline
Reinforcement is neither manipulative nor controlling. Rather, it teaches students to be good problem solvers, to make sound decisions, and to be in charge of their own behaviour. The appropriate application of the principles of reinforcement by teachers makes the difference between chaotic classrooms and those in which students are responsibly in charge of themselves.
~p 95 from Key Elements of Classroom Management
Signals, rules, structures, and routines need to be taught, explained and reinforced. If they are taught just like math or any other subject, students will know expected behaviours and classroom management will flow much better as a whole. In my class, I intend to teach the students the quiet signals I will use to get their attention such as: flicking the lights, raising hand, rhythmic clap-back, and super focus and teach the expected response to the signal, which would be to respond to the signal, quiet down and listen. It is unnecessary to yell to get the students’ attention if the teacher clearly communicates, teaches, and uses the desired quiet signal, which promotes a more respectful and peaceful learning environment.
Rules should be few but significant. I would incorporate rules such as: respect others, respect the environment, and respect yourself. I would have students brainstorm for classroom rules and foster an in-depth discussion of the meaning of these rules at the beginning of the year. Then they would make a poster with these rules stated, and sign their names in agreement to abide by these rules.
Procedures must be taught until it becomes a habit. Bathroom, recess, lunch, morning routine, and the routine for each subject must be explicitly explained and reinforced by the teacher in order for smooth transitions and orderly flow of the class. Implementing bathroom blocks, one for girls and one for boys, helps prevent bulling and monitoring students whereabouts.
Discipline should be conducted by educational interventions that have logical consequences for unacceptable behaviours. The goal is to diagnose the problem, solve it, and learn how to avoid getting into that situation in the future. It is essential that students understand why the behaviour is inappropriate, and why they should not do it again. The teacher must also be aware of the any issues that the student is struggling with so the source of the problem can be fixed. Prescribing detention after detention does not fix the problem of a student shouting out when the cause for the shouts is from the poking and taunting of the student behind him. In dealing with these behaviours it is important for teachers to stay calm and to use discipline not to control undesirable behaviours but to teach and promote good behaviours. During my first internship, I had the opportunity to see this modelled by an experienced teacher, who found out that one of his students had found bear tracks in the woods. The students were not allowed to go into the woods unless with an adult. My cooperating teacher took him aside and had a conversation with him about what he had done. Then they went into the woods to take a picture of the bear tracks. As an “enrichment project” this student was to make posters to put up around the school to tell students to stay out of the woods. I liked this method of discipline because the student is learning many reasons why they are not allowed in the woods.
In addition, there must be motivation, and reinforcement for desired behaviours. Encouraging good behaviour by specifically acknowledging it is an example of positive reinforcement. For example, if a student who normally arrives late comes early one day, the teacher can positively reinforce this behaviour by saying: “You arrived early today and I see that you have started on the bell work. That’s great!”
During my first internship, I told the class that I could play music while they work on their art project, but if they were talking noisily and not listening to the music, I would turn the music off. When the noise level got too high, I used negative reinforcement by turing the music off (removing a privilege). The students knew why I stopped the music and only after they quieted back down would I turned the music back on.
Rewards can prove to help motivate student in desired behaviours. During my first internship in a grade 5 Intensive French Class, students were rewarded by receiving monopoly money when they spoke in French, if they spoke in English, they would have to give money back. In a situation where speaking French can be frightening and intimidating for many, students were eager to speak French. We also had several French games that students enjoyed playing, but if they behaved inappropriately (did not listen and were not speaking in French) we would stop playing the game. This initial motivator encouraged more student participation in conversations even if they did not receive monopoly money.
The ultimate goal is that the students are intrinsically motivated and acquire the inner desire to learn. The use of rewards may help inspire students who do not yet have that burning motivation or desire. The goal of rewards is to provide a spark for learning that will continue to grow into a flame, where positive reinforcement provides oxygen to keep it burning. This flame then becomes an all consuming fire, where interest and intrinsic motivation is what drives the students to learn.
Of course, each classroom will have variations on certain rules and routines for better or for worse. A teacher could have the most effective and up-to-date methods and strategies for classroom management and discipline but if this teacher does not build a strong positive relationship with the student, it will not be effective. A positive, caring teacher that takes interest in his/her students will be respected and have a stronger positive influence over the students. Students will listen and obey someone that they respect more than someone they do not respect. Certainly there will be many cases where students will try to get their way, willing to risk anything. In these situations, the teacher must stay calm, but make a stand and be clear that that behaviour is unwelcome in the class. When mutual respect is present in student teacher relationships, these situations tend to not be less frequent.
Time management is an important factor that effects classroom management. I intend to have a discussion at the beginning of the year regarding student and teacher expectations. Students would expect the teacher to arrive early, be prepared and well organized, allow appropriate lengths of time for lessons, group work, and activities, incorporate brain and body breaks and not to waste the students’ time. Students are expected to arrive on time, listen, do their work, participate in discussion and group work, and not to waste the teacher’s time. Having a mutual understanding and goal to make the most and enjoy learning can eliminate wasted time, student boredom, and misbehaviour.
In conclusion, I am an advocate for inclusion and teaching children according to their needs. If students never forget their teachers, I want to them to remember that in my class they were always loved, welcomed, and accepted. On top of that, I hope that they will remember that they enjoyed learning and to continue to pursue learning the rest of their life.
References
Curwin, R. L., Mendler, A. N., & Mendler, B. D. (2008). Discipline with dignity: New challenges, new solutions. Alexandria, VA: Association for Supervision and Curriculum Development.
McLeod, J., Fisher, J., & Hoover, G. (2003). The key elements of classroom management: Managing time and space, student behavior, and instructional strategies. Alexandria, VA: Association for Supervision and Curriculum Development.
“Regardless of how their relationship goes, teachers and students never forget each other.” p. 10 Discipline with Dignity
I teach students, not just subjects like French, Math, Science, Music or Physical Education. As teachers, we need to remember that we are teaching human beings: children who are our future. How we teach and relate to our students is what is molding and impacting them everyday. I strongly agree with the quote from the book by Richard Curwin Discipline with Dignity: “Regardless of how their relationship goes, teachers and students never forget each other.” Teachers can change student’s lives for the better or the worse. My personal goal is to have a positive impact on my students by getting to know them personally and fostering a lifelong love of learning. I also plan to create a positive and safe learning community by including all students. I will promote student responsibility in social and academic areas so they can positively contribute to their school and community today and in the future.
Inclusion and Classroom Environment
As a future teacher, I hope to promote and encourage student diversity and inclusion by having a welcoming classroom for students with diverse backgrounds and exceptionalities. All students are to be included and treated equally with respect. Ice-breaker and get to know you activities will be used during the first week of school in my class to promote friendship and care among students. Implementing mindfulness and completing student building activities consistently during the year can strengthen and create a community of learners who respect and help each other solve difficult social situations. In addition, at the beginning of the school year and throughout the year, I intend to educate my students about bulling, cyber bulling, the bystander effect, and appropriate actions to take if found in these situations. It is important to teach children to respect others, by modelling and promoting respectful behaviour in the classroom, and educating them about the harmful effects of bullying. Students will learn that they are part of a team and if one person falls, another team member should help pick him/her back up again. Another way I hope to build a community in the classroom is to have each student share about their family, culture, traditions, language, and religions at the beginning of each year. This way I can be sure to include their culture in the class and incorporate appropriate activities to educate the other students in the class about other cultures, languages, and traditions.
Having a welcoming classroom is important for children to feel safe and at home while at school. My ideal classroom will be clean, neat and tidy, but also inviting, with lots of books, a reading corner with comfy chairs, a de-stress basket with comforting items, a wall to post recently learned concepts, and a wall with displayed student work.
Student well-being is vital for student progress and success in learning. It is important to have good student-teacher relationships where everyone feels safe to talk about anything because students will feel comfortable to take risks and grow in their learning. Teaching students strategies and good mental and health habits such as art, music, physical education, and mindfulness is vital. Fostering a positive learning environment emphasizing the Golden Rule: “Treat others as you would like to be treated” teaches empathy so students can be behave in considerate ways to contribute to this environment.
Rules, Signals, Procedures, and Discipline
Reinforcement is neither manipulative nor controlling. Rather, it teaches students to be good problem solvers, to make sound decisions, and to be in charge of their own behaviour. The appropriate application of the principles of reinforcement by teachers makes the difference between chaotic classrooms and those in which students are responsibly in charge of themselves.
~p 95 from Key Elements of Classroom Management
Signals, rules, structures, and routines need to be taught, explained and reinforced. If they are taught just like math or any other subject, students will know expected behaviours and classroom management will flow much better as a whole. In my class, I intend to teach the students the quiet signals I will use to get their attention such as: flicking the lights, raising hand, rhythmic clap-back, and super focus and teach the expected response to the signal, which would be to respond to the signal, quiet down and listen. It is unnecessary to yell to get the students’ attention if the teacher clearly communicates, teaches, and uses the desired quiet signal, which promotes a more respectful and peaceful learning environment.
Rules should be few but significant. I would incorporate rules such as: respect others, respect the environment, and respect yourself. I would have students brainstorm for classroom rules and foster an in-depth discussion of the meaning of these rules at the beginning of the year. Then they would make a poster with these rules stated, and sign their names in agreement to abide by these rules.
Procedures must be taught until it becomes a habit. Bathroom, recess, lunch, morning routine, and the routine for each subject must be explicitly explained and reinforced by the teacher in order for smooth transitions and orderly flow of the class. Implementing bathroom blocks, one for girls and one for boys, helps prevent bulling and monitoring students whereabouts.
Discipline should be conducted by educational interventions that have logical consequences for unacceptable behaviours. The goal is to diagnose the problem, solve it, and learn how to avoid getting into that situation in the future. It is essential that students understand why the behaviour is inappropriate, and why they should not do it again. The teacher must also be aware of the any issues that the student is struggling with so the source of the problem can be fixed. Prescribing detention after detention does not fix the problem of a student shouting out when the cause for the shouts is from the poking and taunting of the student behind him. In dealing with these behaviours it is important for teachers to stay calm and to use discipline not to control undesirable behaviours but to teach and promote good behaviours. During my first internship, I had the opportunity to see this modelled by an experienced teacher, who found out that one of his students had found bear tracks in the woods. The students were not allowed to go into the woods unless with an adult. My cooperating teacher took him aside and had a conversation with him about what he had done. Then they went into the woods to take a picture of the bear tracks. As an “enrichment project” this student was to make posters to put up around the school to tell students to stay out of the woods. I liked this method of discipline because the student is learning many reasons why they are not allowed in the woods.
In addition, there must be motivation, and reinforcement for desired behaviours. Encouraging good behaviour by specifically acknowledging it is an example of positive reinforcement. For example, if a student who normally arrives late comes early one day, the teacher can positively reinforce this behaviour by saying: “You arrived early today and I see that you have started on the bell work. That’s great!”
During my first internship, I told the class that I could play music while they work on their art project, but if they were talking noisily and not listening to the music, I would turn the music off. When the noise level got too high, I used negative reinforcement by turing the music off (removing a privilege). The students knew why I stopped the music and only after they quieted back down would I turned the music back on.
Rewards can prove to help motivate student in desired behaviours. During my first internship in a grade 5 Intensive French Class, students were rewarded by receiving monopoly money when they spoke in French, if they spoke in English, they would have to give money back. In a situation where speaking French can be frightening and intimidating for many, students were eager to speak French. We also had several French games that students enjoyed playing, but if they behaved inappropriately (did not listen and were not speaking in French) we would stop playing the game. This initial motivator encouraged more student participation in conversations even if they did not receive monopoly money.
The ultimate goal is that the students are intrinsically motivated and acquire the inner desire to learn. The use of rewards may help inspire students who do not yet have that burning motivation or desire. The goal of rewards is to provide a spark for learning that will continue to grow into a flame, where positive reinforcement provides oxygen to keep it burning. This flame then becomes an all consuming fire, where interest and intrinsic motivation is what drives the students to learn.
Of course, each classroom will have variations on certain rules and routines for better or for worse. A teacher could have the most effective and up-to-date methods and strategies for classroom management and discipline but if this teacher does not build a strong positive relationship with the student, it will not be effective. A positive, caring teacher that takes interest in his/her students will be respected and have a stronger positive influence over the students. Students will listen and obey someone that they respect more than someone they do not respect. Certainly there will be many cases where students will try to get their way, willing to risk anything. In these situations, the teacher must stay calm, but make a stand and be clear that that behaviour is unwelcome in the class. When mutual respect is present in student teacher relationships, these situations tend to not be less frequent.
Time management is an important factor that effects classroom management. I intend to have a discussion at the beginning of the year regarding student and teacher expectations. Students would expect the teacher to arrive early, be prepared and well organized, allow appropriate lengths of time for lessons, group work, and activities, incorporate brain and body breaks and not to waste the students’ time. Students are expected to arrive on time, listen, do their work, participate in discussion and group work, and not to waste the teacher’s time. Having a mutual understanding and goal to make the most and enjoy learning can eliminate wasted time, student boredom, and misbehaviour.
In conclusion, I am an advocate for inclusion and teaching children according to their needs. If students never forget their teachers, I want to them to remember that in my class they were always loved, welcomed, and accepted. On top of that, I hope that they will remember that they enjoyed learning and to continue to pursue learning the rest of their life.
References
Curwin, R. L., Mendler, A. N., & Mendler, B. D. (2008). Discipline with dignity: New challenges, new solutions. Alexandria, VA: Association for Supervision and Curriculum Development.
McLeod, J., Fisher, J., & Hoover, G. (2003). The key elements of classroom management: Managing time and space, student behavior, and instructional strategies. Alexandria, VA: Association for Supervision and Curriculum Development.