What are my classroom norms?
Keeping the classroom rules list short and easy to recall is important to me. These four norms that touch on all aspects of classroom behavior are ones I prefer to address with students:
1. Be prepared (supplies, concentration, actions)
2. Respect everyone (property, privacy, feeling, ideas)
3. Pay attention and participate
4. Stay on topic
What is my role in classroom management?
Once teachers have laid out their own expectations for achievement and behavior, they must convey that students are more accountable for their own welfare and actions than any other person or outside force. Students need to know it is always in their power to find a solution they may need and that the teacher is there to facilitate that discovery rather than punish misdeeds or inadequacies. I plan to be very insistent upon personal responsibility and self-control, emphasizing that the power is always in the students’ hands to do what is right for themselves and the community around them.
While responsibility for achievement lay mostly with the student, the rest falls on teachers and their ability to regulate a classroom efficiently. If I am to expect my students to be accountable for the facets of their behavior and education that are under their control, I must be prepared to control those that are not. Misbehavior is an inevitability which interferes with other students’ basic needs in obtaining a meaningful education. My actions in and out of the classroom are as well. As long as I model accountability and maintain order, I trust I will be able to provide students with a learning experience and environment they deserve.
What is my end-goal for classroom behavior?
My philosophy calls for teachers to help students become better human beings than when they first entered the classroom and to focus on teaching them not only valuable content-area lessons but life lessons for the future. Modeling and endorsing the principles of self-discipline, self-reliance, self-control, self-belief, democracy and egalitarianism in the classroom will instill the same important life lessons in students so they can remember and continue using them in their lives. I believe that implementing these principles into my student expectations will also create a stable, effective learning environment that will benefit a wide variety of learners.
I am interested in managing students who struggle as both learners and adolescents toward a more rewarding path in life. To improve their lives it is imperative to understand students’ desires and goals before encouraging them toward a goal a teacher has set for them. I plan to dedicate as much time as possible to helping students reach goals they care about without allowing negative behavior, habits, attitudes or beliefs to deter us. Students like to know that a teacher understands they are both students and regular people with interests unrelated to education. With a genuine, moderated interest in my students’ lives, I know I can generate the mutual trust needed to bring an atmosphere of harmony and caring to the classroom.
Keeping the classroom rules list short and easy to recall is important to me. These four norms that touch on all aspects of classroom behavior are ones I prefer to address with students:
1. Be prepared (supplies, concentration, actions)
2. Respect everyone (property, privacy, feeling, ideas)
3. Pay attention and participate
4. Stay on topic
What is my role in classroom management?
Once teachers have laid out their own expectations for achievement and behavior, they must convey that students are more accountable for their own welfare and actions than any other person or outside force. Students need to know it is always in their power to find a solution they may need and that the teacher is there to facilitate that discovery rather than punish misdeeds or inadequacies. I plan to be very insistent upon personal responsibility and self-control, emphasizing that the power is always in the students’ hands to do what is right for themselves and the community around them.
While responsibility for achievement lay mostly with the student, the rest falls on teachers and their ability to regulate a classroom efficiently. If I am to expect my students to be accountable for the facets of their behavior and education that are under their control, I must be prepared to control those that are not. Misbehavior is an inevitability which interferes with other students’ basic needs in obtaining a meaningful education. My actions in and out of the classroom are as well. As long as I model accountability and maintain order, I trust I will be able to provide students with a learning experience and environment they deserve.
What is my end-goal for classroom behavior?
My philosophy calls for teachers to help students become better human beings than when they first entered the classroom and to focus on teaching them not only valuable content-area lessons but life lessons for the future. Modeling and endorsing the principles of self-discipline, self-reliance, self-control, self-belief, democracy and egalitarianism in the classroom will instill the same important life lessons in students so they can remember and continue using them in their lives. I believe that implementing these principles into my student expectations will also create a stable, effective learning environment that will benefit a wide variety of learners.
I am interested in managing students who struggle as both learners and adolescents toward a more rewarding path in life. To improve their lives it is imperative to understand students’ desires and goals before encouraging them toward a goal a teacher has set for them. I plan to dedicate as much time as possible to helping students reach goals they care about without allowing negative behavior, habits, attitudes or beliefs to deter us. Students like to know that a teacher understands they are both students and regular people with interests unrelated to education. With a genuine, moderated interest in my students’ lives, I know I can generate the mutual trust needed to bring an atmosphere of harmony and caring to the classroom.