Classrooms are places where children come together to learn and grow. They are also places where children from assumptions about who they are as individuals, what role they play within culture and society and what kind of place the world is. Because of this, teachers have to design learning environments and curriculum with much more than academics in mind. The philosophical intent of lesson plans must extend beyond classroom procedures and serve big understandings such as child development, cultural inclusion and personal affirmation for individuals. Educators must do their best to utilize evidence-based practices that attend to how children acquire knowledge as well as metacognition and self regulation. With so many things to consider, it
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I will create a community where students want to help maintain order and peace because they have made a connection between the results of their individual choices and a respectful, fun, smoothly running classroom.
Management Style
My classroom management style is based in collaborative theory (Levin and Nolan 2013). I also utilize as many elements of a student-directed management (Levin and Nolan 2013) as possible, but due to constraints such as time and curriculum demands, this serves as a secondary support. In working together and teaching students that we must learn to function together, I hope to allow my students to have autonomy within our classroom community, under my direction and guidance. Levin and Nolan (2013) portray these competing circumstances by saying,
Students must be given some opportunity to control their own behavior because a long range goal of schooling is to enable students who can become mature adults who can control their own behavior, but the teacher, as a professional, retains primary responsibility for influencing student behavior because the classroom is a group learning situation”
I will create a community where students want to help maintain order and peace because they have made a connection between the results of their individual choices and a respectful, fun, smoothly running classroom.
Management Style
My classroom management style is based in collaborative theory (Levin and Nolan 2013). I also utilize as many elements of a student-directed management (Levin and Nolan 2013) as possible, but due to constraints such as time and curriculum demands, this serves as a secondary support. In working together and teaching students that we must learn to function together, I hope to allow my students to have autonomy within our classroom community, under my direction and guidance. Levin and Nolan (2013) portray these competing circumstances by saying,
Students must be given some opportunity to control their own behavior because a long range goal of schooling is to enable students who can become mature adults who can control their own behavior, but the teacher, as a professional, retains primary responsibility for influencing student behavior because the classroom is a group learning situation”