My Philosophical Background
As a teacher, I identify as an existentialist. This means that I highly value the individual and the importance of living authentically. In my opinion, I think it is no coincidence that a creative positive and caring community is the basis for a strong classroom management plan. There is power in calling students by their names, getting to know their interests/hobbies, and their stories. The teaching profession covers the academics, yes, but more importantly, it is a career that supports teenagers on their journey. My strategy ideas emphasize on the individual and an identity in the classroom. This individual identity will create a belongingness in the classroom environment. One of my personal favorite quotes that supports this premise is: "Nobody cares how much you know, until they know how much you care." - Theodore Roosevelt. Students want to be seen, heard, and understood by those around them, so it is important this occurs in the classroom, from teachers and peers alike, My goal for this level is to allow students multiple opportunities to know that they belong and matter in my classroom.
Strategies to Implement into the Classroom
1. Community Building Activity
On the first day of school, I will use class time to allow students to learn about a few of their classmates in a non-threatening, non-academic way. The use of a kinesthetic-centered activity where team members (approximately groups of 3-5 students) will be required to collaborate and communicate. This activity allows for students to be able to know at least three other students in their class so no student is without belonging to the class as a whole. This is will be important for group academic discussion and activities later in the school year. After this activity, the class will discuss and agree on the classroom norms: (1) Be respectful, (2) Stay on Task, (3) Persevere always! These classroom norms will be posted in the classroom and referenced often because they are imperative to the classroom community running smoothly and in a healthy way (Kohn, 1996).
2. Seating Chart Input
For the first two weeks, I will allow students to choose their own seats. This allows me to see social conflicts, outcasts, preference on location, and other key factors. Once I do begin to create a seating chart, I will give students a brief survey (see image). The survey is prefaced that it is not guaranteed but taken highly into consideration. This allows students to feel they have some power in the
classroom dynamic.
These questions are intentional for many reasons. The second question allows me to see how students are self-assessing their progress in the class, which indirectly relates to seating chart. The third question allows me to see who students think they work well with or are friends with. On the other hand, as I read through the third question, I will ask myself, "is there one student not listed?" The last question, and quite possibly the most informational for me. This question allows me to see conflicts that may not be obvious and will now be on my radar as I continue to build classroom community. As I read through the fourth question, I will ask myself, "is one student frequently listed?"
3. Student Roles During Group Time
Side note: I have seen this strategy implemented during my time as a Teacher Candidate and I am a HUGE advocate for this!!
I will implement student roles and group expectations in my classroom. The Math Common Core curriculum highly suggests students work in groups of four. Within each group, students are assigned a role that carries responsibility for the greater team. In regard to a caring classroom community, these roles benefit community because students are working collaboratively, ensuring that others are not being left behind. One of the team roles is the Team Manager, who is responsible that all group members are staying together. This team pacing allows for group collaboration to be more respectful and efficient (Boaler, 2006). This is critical to the success of student roles! The student roles will be listed in the classroom and referenced frequently before students are prompted to work in teams.
4. Equal Access to the Teacher
All students will have equal access to the teacher. While this may seem tricky, it reverts to the importance of group roles and collaboration. Group work allows for students to have more access to resources, their peers! It is equally important for students to feel they have full access to the teacher as well. In order to implement this strategy, I will number the team tables and I will visit each table in either ascending or descending order. Additionally, I will not always start at table one. This allows for students to know that I am constantly on the move and do not favor one table over another, along with that my moving patterns are random, yet predictable. I will share with students that I will being moving in ascending or descending order so if I am a few tables away, that group may move on to the next problem in order to avoid too much down time.
5. Equal Choosing of Students
I will have all student names on a playing card for each class period to ensure equality in choosing students during class collaboration and discussion. To avoid students from checking out once their name is called, cards will be placed back in the deck. The randomness avoids personal biases, although possible repetition is present. To keep students involved, I will allow students to choose their card of choice and write their own name on it during the first week of school.
6. Routine, Routine, Routine!
I will develop class routines that ensure students know what the classroom protocol and expectations are. For example, the homework turn-in protocol will be the same every day and we will spend the first few weeks of the school year practicing the routine so it is known to students. The routine allows students to self-regulate their actions, know what is expected of them and therefore, lessens room to disrupt the classroom community (Villa, Thousand, & Nevin, 2010). Students thrive off routine!
Resources
As a teacher, I identify as an existentialist. This means that I highly value the individual and the importance of living authentically. In my opinion, I think it is no coincidence that a creative positive and caring community is the basis for a strong classroom management plan. There is power in calling students by their names, getting to know their interests/hobbies, and their stories. The teaching profession covers the academics, yes, but more importantly, it is a career that supports teenagers on their journey. My strategy ideas emphasize on the individual and an identity in the classroom. This individual identity will create a belongingness in the classroom environment. One of my personal favorite quotes that supports this premise is: "Nobody cares how much you know, until they know how much you care." - Theodore Roosevelt. Students want to be seen, heard, and understood by those around them, so it is important this occurs in the classroom, from teachers and peers alike, My goal for this level is to allow students multiple opportunities to know that they belong and matter in my classroom.
Strategies to Implement into the Classroom
1. Community Building Activity
On the first day of school, I will use class time to allow students to learn about a few of their classmates in a non-threatening, non-academic way. The use of a kinesthetic-centered activity where team members (approximately groups of 3-5 students) will be required to collaborate and communicate. This activity allows for students to be able to know at least three other students in their class so no student is without belonging to the class as a whole. This is will be important for group academic discussion and activities later in the school year. After this activity, the class will discuss and agree on the classroom norms: (1) Be respectful, (2) Stay on Task, (3) Persevere always! These classroom norms will be posted in the classroom and referenced often because they are imperative to the classroom community running smoothly and in a healthy way (Kohn, 1996).
2. Seating Chart Input
For the first two weeks, I will allow students to choose their own seats. This allows me to see social conflicts, outcasts, preference on location, and other key factors. Once I do begin to create a seating chart, I will give students a brief survey (see image). The survey is prefaced that it is not guaranteed but taken highly into consideration. This allows students to feel they have some power in the
classroom dynamic.
These questions are intentional for many reasons. The second question allows me to see how students are self-assessing their progress in the class, which indirectly relates to seating chart. The third question allows me to see who students think they work well with or are friends with. On the other hand, as I read through the third question, I will ask myself, "is there one student not listed?" The last question, and quite possibly the most informational for me. This question allows me to see conflicts that may not be obvious and will now be on my radar as I continue to build classroom community. As I read through the fourth question, I will ask myself, "is one student frequently listed?"
3. Student Roles During Group Time
Side note: I have seen this strategy implemented during my time as a Teacher Candidate and I am a HUGE advocate for this!!
I will implement student roles and group expectations in my classroom. The Math Common Core curriculum highly suggests students work in groups of four. Within each group, students are assigned a role that carries responsibility for the greater team. In regard to a caring classroom community, these roles benefit community because students are working collaboratively, ensuring that others are not being left behind. One of the team roles is the Team Manager, who is responsible that all group members are staying together. This team pacing allows for group collaboration to be more respectful and efficient (Boaler, 2006). This is critical to the success of student roles! The student roles will be listed in the classroom and referenced frequently before students are prompted to work in teams.
4. Equal Access to the Teacher
All students will have equal access to the teacher. While this may seem tricky, it reverts to the importance of group roles and collaboration. Group work allows for students to have more access to resources, their peers! It is equally important for students to feel they have full access to the teacher as well. In order to implement this strategy, I will number the team tables and I will visit each table in either ascending or descending order. Additionally, I will not always start at table one. This allows for students to know that I am constantly on the move and do not favor one table over another, along with that my moving patterns are random, yet predictable. I will share with students that I will being moving in ascending or descending order so if I am a few tables away, that group may move on to the next problem in order to avoid too much down time.
5. Equal Choosing of Students
I will have all student names on a playing card for each class period to ensure equality in choosing students during class collaboration and discussion. To avoid students from checking out once their name is called, cards will be placed back in the deck. The randomness avoids personal biases, although possible repetition is present. To keep students involved, I will allow students to choose their card of choice and write their own name on it during the first week of school.
6. Routine, Routine, Routine!
I will develop class routines that ensure students know what the classroom protocol and expectations are. For example, the homework turn-in protocol will be the same every day and we will spend the first few weeks of the school year practicing the routine so it is known to students. The routine allows students to self-regulate their actions, know what is expected of them and therefore, lessens room to disrupt the classroom community (Villa, Thousand, & Nevin, 2010). Students thrive off routine!
Resources
- Boaler, J. (2006, February). Promoting Respectful Learning. Educational Leadership, 63(5), 74-78.
- Kohn, Alfie. (1996). Beyond Discipline: From Compliance to Community. Alexandria, VA: Association for Supervision and Curriculum Development.
- Villa, R.A. Thousand, J.S. & Nevin, A.I. (2010). Chapter 9: Students as Collaborators in Responsibility. Collaborating with Students in Instruction and Decision Making, Thousand Oaks, CA: Corwin press, p. 171-188.