C572 Task 3

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C572

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Philosophy

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Feb 20, 2024

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Mindy Allen Classroom Management, Engagement, and Motivation – C572 Task 3

A. Philosophical Statement My classroom management philosophy is to have a cooperative classroom that is organized and structured with input and ideas from the teacher and students. The students in my classroom will be taught classroom procedures and expectations from the first day of class and those procedures will be modeled by myself and rehearsed throughout the school year. Procedures and expectations will be routine, and discipline will address student behavior with consequences that will reinforce positive behaviors, rather than punish. A.1. Classroom Management Theory William Glasser’s Lead Management theory supports my philosophy, because we both believe in involving “students and faculty in decision making.” The Lead Management theory “appeals to people’s intrinsic motivation rather than relying on external stimuli of rewards and punishments to keep control.” (Glasser, 2006) I want my classroom procedures and rules to be decided by myself, as well as the students. By including the students in the decisions of what procedures and rules we have in the classroom, as well as the consequences for breaking the rules, it gives the students more ownership and motivation to follow the rules. It removes a focus of the student feeling like he or she must follow the rules or he or she will be punished, or that if he or she follows the rules, there will be an external reward. In following the Lead Management Theory, I, as the teacher, would also have to model the behaviors I expect from my students. By modeling the behaviors and following the same rules the students do, the rules will seem more natural and create a sense of belonging for everyone in the classroom. B. Classroom Expectations and Rules  At morning arrival, students will enter the classroom and do the following while the teacher takes attendance:  Put backpack and personal items in cubby  Take homework folder out of backpack and put in homework folder tray

 Go to desk and begin morning assignment  Classroom Rules:  Be Safe with Yourself, Your Peers, and Your Supplies  Be Kind and Respectful to Yourself and Others  Be Responsible In order to teach my students the class rules and morning expectations for putting away their things and getting started on their morning work, I would begin the first day of school by going over the procedures and modeling what the rules and expectations are. I would explain to the students that when we enter the class in the morning that it is their responsibility to put their things away in their cubbies and to put their homework folders in the tray. I would use the “Responsive Classroom Approach to Classroom Rules,” (Says. 2017) to create and practice the rules, as well as respond to breaking of the rules. C. Classroom Routines Morning Arrival Routine: Step 1: Upon arriving to classroom, student will put backpack and personal items in assigned cubby. Step 2: Student will take homework folder out of backpack and place in homework folder tray. Step 3: Student will go to his/her desk and begin morning assignment. Afternoon Dismissal Routine: (Teacher will give ten-minute dismissal alert) Step 1: Before dismissal bell rings, students will clean up activity they are working on. Step 2: Students will get their backpacks from their cubbies and wait at their desks for dismissal. Step 3: Students will line up for dismissal.

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Step 4: Students will dismiss classroom in an orderly fashion. I will use the “seven steps of Interactive Modeling” strategy to teach my students the morning and afternoon classroom routines. I will begin by stating what the routine is and modeling how it is to be done. I will ask the students what they notice, then have a few of them model the routine. After some of the students have modeled it, I will again ask what the students noticed and discuss why we perform the routine in this way. I would give each student a chance to model the routine and provide feedback and positive verbal reinforcement or redirection as needed. As time goes on, I will review the arrival and dismissal procedures with the students. After extended breaks from school, such as holiday breaks, I will review the routines with the students to ensure continued “mastery of the procedure”. (Says, 2017) D. Routine Misbehaviors In order to handle routine misbehaviors in my classroom, such as students talking when the teacher is talking, I will use a method I learned from in-class observation of Ms. Casademont’s class. When her students were speaking out of turn or talking when they should have been listening or working quietly, Ms. Casademont would raise her hand, put her finger to her lips, and say, “1,2,3 Eyes on me.” The students would respond with “1,2,3 Eyes on you,” then quietly get back to work, or focus quietly on the person speaking. This strategy had been taught to the students at the beginning of the school year and used as needed. The students understood that this strategy was a sign of respect and that it would help redirect them back to doing what they were supposed to be doing. By using a response of “1,2,3 Eyes on you,” it let the teacher know that the students were paying attention and ready to get back to respectful quiet time or listening. I intend to use this same strategy in my classroom. I will teach my students on the first day that this will be the strategy we will use when I need their attention or quiet. I will give my students time to practice this strategy on the first day, and we will discuss why we will use this strategy and the level of

respect it will help to convey. Throughout the year, I will practice this strategy with my students if it is needed, as well as offer them reminders of why we use the strategy. (Casademont, 2016) E. Emotionally Safe Classroom 1. When a student in my class becomes upset or angry, I will try to identify what triggered his or her emotion. If it is something that another student has done, or is doing, to bother the student, I will begin by intervening with the bothersome student, and redirect him or her to something else. I will then address the upset student in a calm manner and ask if there is something he or she needs to talk about. If the student can get back on task without any further interference, I will leave him or her to his or her work and speak with him or her after class. If the student continues to be upset or angry, I will ask him or her to step to a quiet area of the classroom where we can speak privately and find out what is causing the emotion. 2. While students will have differing opinions about things, and some healthy debate can be good for classroom discussion, differences in opinions can lead to student conflicts. If there is a class discussion about something, and students begin arguing because they have different opinions about the topic, I will use it as an opportunity to share our different ideas and try to incorporate those different opinions into the lesson we are working on. I will try to allow each of the arguing students an equal amount of time to state why they believe the way they do about the topic. 3. If a student becomes physically aggressive toward me or other students in the classroom, I will begin by trying to keep my other students safe and telling them to step outside to the hallway. I may have a student go to a neighboring classroom to request assistance. If the aggressive student is hitting or punching another student but does not have the other student pinned down in some way, I would try to come between them enough to allow the other student to step away, without causing injury to myself. Once I have the other student away from the aggressive student, I would try to get that student out of the classroom and keep the aggressive student in the classroom away from others, until additional adult support could arrive. Depending on the state of aggression of the student, I would

try to talk in a calming manner and ask him or her to take a breath and talk to me about what is going on. Ideally, I would “talk the student down,” and get him or her to talk rationally about what has happened. If the student is too irate to be “talked down,” I would do my best to keep him or her in the classroom without anyone else in the room, until additional help arrived. 4. I will use social and emotional learning to create an emotionally safe classroom. I will have a designated time set aside each day to have a lesson about our emotions. I will use a variety of materials and videos, as well as group discussion, to promote open conversation about our emotions and how we can express them in the classroom. We will discuss emotions from both ends of the emotional spectrum, so as not to only focus on happy or sad type feelings. If a student begins acting out in class and having disruptive behavior, I will approach the student and ask how he or she is feeling. I will prompt the student to reflect on how he or she is feeling to understand how that emotion is being expressed and what a more appropriate way to express that emotion would be. By having open discussions with my students about their feelings and emotions, I will come to know them on a more personal level, and in return, they will know me on a more personal level. With open communication about our feelings and knowing that others will listen when we express our feelings, I believe I will be able to have an emotionally safe classroom.

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F. References Glasser, W., & Wubbolding, R. (2006, December). Beyond Blame: A lead management approach. Retrieved December 05, 2020, from https://cyc-net.org/cyc-online/cycol-0612- glasser.html Says:, C. (2017, February 23). Bringing Classroom Rules to Life. Retrieved December 05, 2020, from https://www.responsiveclassroom.org/bringing-classroom-rules-to-life/ Says:, T., Says:, D., Says:, S., Says:, R., Says:, L., Says:, L., . . . Says:, A. (2017, June 02). What is Interactive Modeling? Retrieved December 05, 2020, from http://www.responsiveclassroom.org/what-interactive-modeling/ Casademont. Personal Communication. (2016 – 2017).

C572 Task 3

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