Unit 2 Writing Assignment506

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Belhaven University *

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Dec 6, 2023

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1 Teacher Influence Belief Laneisha Maye Belhaven University Edu 506: Classroom Management Dr. Claudia Nisbett October 21, 2023

2 Teacher Influence Belief Articulating one’s belief is the initial step toward developing a systematic plan for influencing student behavior. Levin, J. and Nolan, J.F. (2022). As an initial concrete step to take in examining and articulating our beliefs the authors from the book, “Principles of Classroom Management: A Professional Decision-Making Model”, provided us with a survey to help uncover our beliefs. Before reading "Principles of Classroom Management: A Professional Decision-Making Model" by Levin & Nolan, I held certain beliefs about teaching and learning. I believed in the importance of creating a safe and inclusive classroom environment where students feel respected and motivated to learn. My goal was to encourage critical thinking, collaboration, and lifelong learning. I also felt like a student's behavior and a student’s success in learning was the responsibility of the teacher, student and the parent. According to my results on the survey, they align to my pre-existing beliefs of collaboration. I believe it’s the parent’s responsibility to instill discipline at home and to start some teaching at home at an early age. Also, parents should be available to assist their scholar if he or she needs help with homework. The student should know that he or she is the one who is responsible for the grade he or she receives, his or her learning success, his or her behavior and actions. After all of that is done, the teacher is then responsible for doing the job of making sure the child learns. I believe he or she is only able to do that if the child has good behavior implanted in them from home. The teacher does not have time to discipline and teach. I believe if have parent support in discipline, things will run smoothly. The teacher should only have to make their rules and expectations known and let the students know the consequences if they are not met. There should be structure in the classroom, and what goes for one child, goes for the next.

3 What surprises me about my profile is the statement 5o not falling under the category of my belief of collaboration. It falls under teacher directed influence, which was my second highest score. It states, “Given their limited experiences, students should not be given much freedom and choice. The teacher must make the decisions.” I believe the teacher, student and parent should work together in learning, but I never thought of the idea of them choosing the activities used to learn. Come to think about it, letting the students choose how they learn may be good idea, because it may help the students be more engaged and actually be willing to learn. Providing students with multiple opportunities to make choices helps identifies them as learners in the classroom. It helps them to become independent problem solvers and skillful social negotiators. Ryan, S. (2005). I will put my beliefs into action by highlighting misbehavior and the consequences behind them. I will make sure the students know what I expect every day they step into the classroom. I will make sure they know the rules and let them know that I will be documenting their behavior and contacting parents each time. The obstacle with this action is that most parents aren’t involved in the schools for reasons such as political and economic issues. Hornby, G. and Lafaele, R. (2011). I will try my best to deal with misbehaved students by keeping them busy in the classroom so that they won’t miss learning time. This will be dependent upon the behavior, because if the misbehavior is extreme, I will have to get administration involved, so that I won’t put my job in jeopardy. In conclusion, the Forced Choice Inventory provided valuable insights into my teaching beliefs and highlighted areas where I may need to adjust my approach. I plan to incorporate a balanced approach to classroom management that combines assertiveness to freedom and choice, while remaining mindful of the challenges that may arise in the classroom setting.

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4 Reference: Hornby, G., & Lafaele, R. (2011). Barriers to parental involvement in education: An explanatory model. Educational review , 63 (1), 37-52. Levin, J. and Nolan, J.F. (2022). Principles of Classroom Management: A Professional Decision- Making Model (8 th ed.). Pearson Education. Ryan, S. (2005). 7 Freedom to choose. Critical issues in early childhood education , 99.

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