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Alana Linde

Too often students resort to a direct path of finding an answer, and they do not question what
they are told or understand the process of arriving at the answer. My hope is to allow students to
feel comfortable and knowledgeable to challenge why things are the way they are.

Management Style and Philosophical Beliefs .

Establishing a Positive Classroom Culture .

Developing Classroom Rules and Procedures .

Classroom Layout

Monitoring the Classroom and Responding to Student Misbehavior

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Parents as Partners.

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Management Style and Philosophical Beliefs


Along with a solid foundation of pedagogical and content knowledge, strong classroom
management skills are crucial in being an effective teacher. I believe that when a classroom is
managed well, students are able to maximize their educational opportunities. Reflecting upon
how my educational background and student teaching experiences, good classroom management
creates an environment that enables students to participate, contribute, and inquire about their
learning. I believe in reaching all students, and that is reflected in my classroom management
plan as well as my teaching philosophy.
My classroom management style supports maximizing student learning. I want students
to become independent learners and learn skills to coax them toward being self-sufficient.
However, I also want to be viewed as a figure in the class that insists on having respect for
everyone. Students come from varying backgrounds and learning experiences, and I
acknowledge that these differences can bring added value to the classroom. Fostering an
equitable environment provides an opportunity for all voices to be heard.
In some aspects, my classroom will be structured like a professional setting. Students will
understand that they may have to work with people they do not always get along with, but it is
important to learn how to work with others with differing views and opinions. In addition to this,
I adhere most to having a tough love personality toward my students. I will be their biggest fan
and a supporter in their success. Similar to a professional setting, if expectations are not met, a
consequence will occur. When a student does not meet the established classroom expectations,
they will understand that a consequence will follow from his or her actions.
My teaching philosophy aligns with the Social Cognitive Theory in the sense that much
of learning is observed. Being a model for how students are to behave in class is an example of

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this. I demonstrate this by holding myself accountable by telling students when they can have
assignments or tests posted and returned. Students observe that I am holding up my end of the
bargain and in return see the importance of being accountable themselves. This can also be
applied to being in class and carrying a positive attitude or by being respectful and attentive
while others are speaking.
In addition to this, I also find that Social Constructivism fosters an environment in which
students learn the most, because they are learning from each other. This is where I really want
students to understand the concept of mutual respect. As we have been told many times, to earn
respect, you must give respect. When we are respecting each other, the learning process is more
beneficial because students are open to new ideas and provide constructive feedback when there
is a difference in opinion. This also shifts my role as the sole provider of instruction to one that
guides and facilitates instruction while students are conversing and questioning each other.

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Establishing a Positive Classroom Culture


Developing a positive classroom environment is crucial to the learning process. Students
need to feel safe and secure in order for them to achieve. After reading Discipline with Dignity, I
have been able to incorporate well-developed insights and examples of how to create positive
student-teacher relationships. To begin the school year (or semester), I make a priority of
learning my students names as well as making a concerted effort to know their interests and
hobbies. Finding ways to incorporate students interests into instruction helps make learning
more engaging and applicable to contexts outside of the classroom.
As a learner myself, it is important that I can see the purpose behind what I do. Providing
students with direction for each lesson cues them to focus on building a strong foundation now to
help them for future lessons. In addition to this, allowing students the opportunity to express
what their thoughts and opinions of a lesson or topic through various forms of formative
assessment enables me guide my instruction to be sure that all students are being reached.
Another common phrase heard all too often in classes is, When will we ever use this? I
want to establish that I am here to teach students about a particular subject algebra, geometry,
accounting, personal finance, etc. but I will also take in account what they want to learn. For
example, some students may want to learn about composing a resume, budgeting, college
preparation, interviewing, taxes, etc. I can keep these important interests in mind for days that
students need a break from instruction or use as a filler if a lesson ends before the period is
complete. It is also an opportunity to demonstrate how the topics we are learning in class are
integrated into real word settings.
Overall, I truly care about my students and have a desire to get to know them as learners
and contributing members of society. The main message I want students to receive from my

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classes is that I believe in them and that they have so much potential to do wondrous things.
Sometimes all it takes for disengaged or misbehaved students is someone to believe in them. I
wish for my students to feel empowered. Something I want to incorporate into my class is
enabling students to discover themselves. How I plan to do this is time set aside for reflection as
well as incorporating project-based learning where students can bring in insights and creativity to
apply to the content they are learning.

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Developing Classroom Rules and Procedures


Alongside what my future school specifies in their handbook, I plan to construct a social
contract with the students in each of my classes. This is an agreement between my students and I
that focuses on the values, rules, and consequences for classroom behavior. I will allow students
to revise my classroom policy that I provide them in the course syllabus at the beginning of the
year. This adheres to my teaching philosophy because I believe that students learn best by doing.
Being an active part in the process of these rules enables students to be accountable for their
actions and behaviors. Students will have the opportunity to amend the policy as long as they can
reach a consensus and provide a sound reason as to why it should be changed.

Some of the policies that I will highlight in the course syllabus will be listed as follows:

Students Leaving Class Students are to wait until independent work time if they need to
leave the classroom (unless it is an emergency). They will fill out a hall pass that I have
provided them at the beginning of the quarter before giving it to me to sign. In addition to
this, I will only allow one student to be out of class at a time.

Late Work Being timely demonstrates to me that you are accountable. If a student does
not turn in their work on the due date, they have one week to turn it in. Along with the
completed assignment, students will attach a written statement as to why the assignment
is late and what their plan is to prevent this from happening on future assignments.

Absences If a student knows that she or he will be missing class, they are to meet with
me beforehand to let me know and receive the material they will be missing. If a student
has missed class without me knowing prior to it, she or he is to check the While You

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Were Out board next to the door to see what materials and assignments they will need to
make up before consulting with me.

Help I am here as a resource! If you need help with an assignment, make up work, etc.;
let us find a time that will work best for both of us. Please be sure to bring questions that
you have. This will help both of us be more productive.

On a day-to-day basis, students know what to expect and what is expected of them in my
classroom. Students are to be in their seats when the bell rings and ready to learn. Unless
otherwise specified, in order for students to be prepared, they will need something to write with
and something to write on. Students will be given an objective sheet at the beginning of each
unit, and as the course goes, they can fill in what knowledge they have obtained pertaining to
each objective. This is one of the things I will use to help guide my instruction. I may need to
take time to clarify with individual students or reteach to the whole class before moving to the
next topic. I will also spend time going through students summative assessments. This will help
me see what students may need additional resources for learning. It is also a great way to see
what students are understanding and applying from the unit. When students are given time to
work independently if a lesson runs short, or I am working one-on-one with a student they
are to be working on work for my class unless they are finished. Then they can work on other
homework, or grab a book or activity from my shelf.

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Classroom Layout

The classroom layout that I have selected to initially seat my students aides in creating a
collaborative environment. There will be many times that I allow students to work in pairs on an
activity or have students participate in think, pair, share activities. The setup also provides an
easy transition for students to work in groups of four as well. This enables students to feel as if
they are more of a community. I hope that by having a classroom set up this way, students will
become more confident in their skills and comfortable to question what they are learning. I am a
proponent of creating a classroom in which we discuss the reasoning and discovery learning of

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mathematical principles. When students have a peer to turn to, they may feel more confident in
their thought processes and more likely to contribute.
The layout I have created is difficult to depict where the focal point of the classroom is. This
is intentional. My reasoning behind this is I want to make sure students stay engaged throughout
a lesson or class period. Varying where I display material and where I am standing in the room
will help students be active learners throughout the course of the year. Starting the year in this
layout will also help me in being a better classroom manager. I want to ensure that students feel
comfortable in the class, but also respectful of one another including myself. Because students
will be in pairs and facing each other, I will be able to weave in and out of the rows to be
accessible for students. In addition to this, students will have an understanding from day one that
my class will be treated like a professional environment. They will be provided opportunities to
discuss with others, but each student is responsible for their own share of work. The rules and
expectations of our class will be similar to what they will be placed in in their future.

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Monitoring the Classroom and Responding to Student Misbehavior


The first component of effective classroom management is preventing misbehavior to occur.
This can be done by constantly monitoring the class. Walking around and not being locked
behind my desk will help to keep students on task and out of trouble. However, this will not
solve all problems that may occur in the class. I believe strongly that a students misbehavior
should not negatively impact the learning of the students in the class. This means I do not want
to stop class every time a student is off task or misbehaving. If a student is chatting with a
neighbor or off task, I will start by giving them a look. If this does not stop the misbehavior, I
will walk closer to the student. From this point, I may need to say the students name while I am
teaching to cue them to redirect his or her attention. If the situation persists, I may need to draw
the student into the discussion by asking him or her a specific question. If I cannot stop the
behavior I may say, see me after class. I do not believe in embarrassing the student in front of the
class, so this can be handled between us.
When discussing with the student that was causing the misbehavior, it is important to ask
them what they were doing and why they had to stay after class. Sometimes the student does not
realize that what they were doing was negatively impacting others. It is one thing for me to tell
them what they were doing, but it more meaningful if the student can realize that they were being
a disruption for the class. I will also have the student review what our classroom values are.
Having the students come up with their punishment I believe holds them accountable and allows
me to see what they determine is a punishment fit for their misbehavior.
A goal of mine in teaching is to find the source of the problem. Often times, students
misbehave in a class if they are not receiving the proper attention needed. In nature, high school
students are predominately focused on themselves. I have found that students misbehavior often

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occurs when they need something or are simply not realizing that their actions are hurting others.
Whether the student is having problems at home or has an undiagnosed learning disorder, these
and many other reasons could be the source of the misbehavior. This is why it is so crucial to
know your students. This way you see them as people that are seeking attention because they
need help instead of being a disturbance in your class.

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Parents (or Guardians) as Partners


Just as leaning occurs in school, students learn much from environments outside of school as
well. With that being said, parents become a significant part of the learning process for students.
Sometimes parents are overly concerned with students performance in class, and others are not
concerned enough. The important thing is to have an established method to engage all parents as
partners in their childs education. I will start by welcoming all of the parents of my students
with an introductory letter as well as a copy of a syllabus for the class. This will include my
email address if a parent ever has a question or concern about their student or my class. I will let
the parents know that I will communicate my updates with them via email unless otherwise
specified for the remainder of the year.
Because technology is an easy and fast way to update students and parents, I will post the
homework, upcoming projects, tests, and study guides online, whether is the schools website, or
I create my own. I will make sure my online gradebook is updated on a weekly basis, so parents
will know Monday where their student stands in my class. It is important for me to effectively
communicate to parents how my students and I have created an environment to benefit us. If a
problem arises, I would like to have a discussion with the child first and, if the problem persists,
the child and guardian(s) together. This is to avoid any he-said-she-said discrepancies.
When parent-teacher conferences come up, I plan to have a collection of varied student
artifacts as evidence of a particular students performance. This is a great foundation to show
parents the progression of a students work. It is also an opportunity to show the direction that
the student needs to go for the remaining time in the class. This is valuable information that
parents will appreciate.

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I will also use parent-teacher conferences as a learning tool for students that are
struggling in my class. I may ask the parents a question about the student such as what is his
preferred way to study, or what resources does she need to succeed in this class? Receiving
this advice from parents can be extremely helpful. Parents want the best for the children, and I
want the best for my students. As long as parents can see that we are trying to accomplish the
same thing, I hope that we can work as a team to ensure success of the student.

Reference
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.

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