Classroom Environment Plan

Brent Miller

EDI 638 Dr. Sally Hipp October 31, 2013

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Over the course of my teaching experience, I have been confronted with a wide array of different personalities and classroom environments. As we head into November in this program, the behavior theorists and experience (from this particular teachers assisting) are finally starting to meld and I can see my own preferences being shaped by those who have walked ahead of me. As I address preparation, rules, discipline, homework, relationships and attitudes in my classroom, this environment plan will show how behavior theorists research and opinions are coalescing in me, as a teacher. Sometimes it is all too easy to excuse a lack of preparation on our part, simply because we are busy. Well, it could certainly be argued that a lack of free time would entail a greater necessity of preparation. How much more so is it paramount that we prepare as teachers, when so much of our days and nights will be occupied by the tasks at hand! Wong and Wong (2009) stress the importance of planning, especially for the first week of school. I experienced the fruits of this type of preparation when I spent one week at Cummings Elementary, Grandville, where my mentor teacher had established routines that created a glorious and rich environment for learning and respect. Seeing this theory in action has certainly persuaded me to plan to establish routines in the first weeks of school. As important as planning is to a healthy classroom environment, it is necessary to talk about the rules and expectations for your classroom on the first day. Fay and Funk (1995) address the myth that we must have a huge list of rules and consequences by explaining that this is not necessary and that you only need one rule which is that we are permitted to do whatever provided it does not bother others, teacher included. Fay explains how you can do this with the classs cooperation and this is reminiscent of the social contract (Curwin & Mendler, 1988) that

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could be infused to allow students to make the rule(s) themselves and see how it promotes a safe and encouraging learning environment. When many people think about school, they may recall the many times they were punished for misbehavior. I have been greatly influenced by Barbara Coloroso who describes how we should focus on discipline/teaching rather than on punishment (1994). Fay describes how it is false to assume that we must give immediate consequences and suggests that we should allow delayed consequences in order that the teacher can address matters when they are convenient as well as giving the child an opportunity to consider their misbehavior (1995). An important aspect about discipline that Fay also addresses is that students must like the teacher in order for them to respect them (1995). Coloroso (1994) argues that there are four steps of discipline that encourage a childs learning in a way that punishment cannot. Disipline: 1. Shows kids what they have done. 2. Gives them ownership of the problem. 3. Gives them options for solving the problem. 4. Leavers their dignity intact. (1994) All of these steps exhibit the attitude of a caring teacher and will be steps that I take in my actions of disciplining students. Something that has astonished me recently is the amount of homework that has been required of lower elementary, and upper elementary for that matter. What concerns me about this is not that homework is inherently evil; rather, that it is being piled on children despite the absence of its value (Kohn, 2007). Kohn also describes how there is no evidence supporting the idea of giving younger students homework (2007). As a teacher, homework will be used, but I intend to issue it the way that Wong and Kohn encourage. Kohn describes how the best

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homework is homework created by the teacher that can be specifically designed to meet the needs of students (2007). Wong and Wong (2009) describe how homework should be an extension of classroom learning and/or practice of what has been learned in the classroom. Wong also suggests that homework should be done in class, during the first few weeks of school, as a means of modeling how to effectively do homework at home (2009). Having touched on preparation, rules, discipline, and homework, this paper will now address the true heart of an effective classroom environment plan. In my classroom relationships will be indispensable. Love and logic addresses this well and explains how this is how students can effectively learn and be disciplined as the respect the teacher (Fay &Funk, 1995). Furthermore, I will seek to notice interests of students and ask them how they are doing, being empathetic when they are sad, and rejoicing in their success or elation (Fay & Funk 1995). Capturing kids hearts also encourages this relationship building by asking teachers to greet students with handshakes in the morning (Whitefish Bay, 2007). The overall philosophy of Capturing Kids Hearts is if you reach a childs heart, you reach his mind. For all of us, what a difference relationships make in our learning. (2007) This philosophy is one which I fully believe and that my own educational experience can attest to by my desire to work hard for the teachers who sought to care about me. Trying to show students that you care for them is excellent, but it is void if you do not actually care about students. This leads me to the last part of my classroom environment plan which is directed towards attitude. In my reading of Wong and Wong, it has been impressed upon me that there are some attitudes of effective teachers that I must implement in my classroom. First, Wong and Wong suggest that effective teachers are teachers who are constantly seeking their own personal growth in their teaching (2007). Wong encourages teachers to

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cooperate together in order to maximize teaching and also that teachers seek out experienced teachers to mentor them (2007.). Secondly, effective teachers have positive expectations for their students and they are seeking student mastery (Wong &Wong, 2007). Student mastery is the goal of my teaching. I plan on doing this by preparing quality lesson plans and by spending the first few weeks of the school year practicing routines. Having basic rules and practicing loving discipline is a further way in which I will seek to have a safe, predictable, and rich learning environment. A rich learning environment will mean the implementation of homework that is an extension and practice of our classroom learning. The relationships I develop with my students is a must with my environment plan, as I believe that capturing a kids heart is the way to capture that childs mind (Whitefish Bay, 2007). Finally, the environment of my classroom will be enriched by my commitment to continue pursuing excellence as a teacher by the mentors I seek and the attitude of growth that I welcome, as well as the positive expectations I will have for my students. All of these mentioned attributes will encourage student mastery and facilitate a classroom that is an oasis for learning.

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Coloroso, B. (1994). Kids are worth it! (First ed., pp. 27-30). New York, NY: Avon Books. Curwin, R.L., & Mendler, A.N. (1988). Discipline with dignity. Alexandria, VA: Association for Supervision and Curriculum. Fay, J., & Funk, D. (1995). Teaching with love and logic: Taking control of the classroom (First ed., pp. 936). Golden, CO: The Love and Logic Institute. Kohn, A. (2007, January). Rethinking homework. Principal. Retrieved October 22, 2013. Whitefish Bay. (2004, December). Kids are worth it! Advocates for Education, 1-4. Wong, H. K. & Wong, R. T. (2009). The first days of school (4th ed.). Mountain View, CA: Harry K. Wong Publications, Inc.2