Classroom Environment

Philosophical Statement on Your Beliefs about Classroom Management:

When it comes to my teaching style, I think it is very simple and easy to
follow. I love group work. I feel that when students desks are arranged in groups, it
makes having group work in the everyday routine so much easier. One could say
that I am a fan of Lev Vygotskys social constructivism and Albert Banduras social
cognitive theories. These theories center around the idea that we learn through
interaction, communication, and observations of others. Vygotskys theory is based
more on learning in the classroom, while Bandura is focused on the learning of
behaviors in general. Whatever the theory, if students were to constantly do
independent work, never getting the chance to collaborate or interact with the other
students, they would not learn as much socially, cognitively, or behaviorally. I really
like the idea of using collaborative techniques not only with activities, but with
whole group lessons. Students should be given time to think, pair, share, or
simply share their thoughts with one another about the previous nights readings.
Also, when students are given the chance to work in groups, it allows time for
culture and ideas to spread, making the classroom a place where students feel free
to express themselves and their diversity.
At the beginning and ending of every lesson, I feel that it is important to use
Jean Piagets idea of cognitive constructivism to recall what students already know
and build upon it. This is something simple to do during the lesson hook. Then at
the closing of the lesson, students can review and refresh their minds of what they
have learned, adding to their schemas. My teaching will also work with Vygotskys
Zone of Proximal Development, so that each student is working on their personal
level. This requires differentiation, which is easy to work with using Blooms

taxonomy and Gardners Multiple Intelligence theory. Both of these theories allow
for students to produce different outcomes using the same information.
Creating and maintaining a positive climate in the classroom is extremely
important to me. My classroom is going to be a place where students can feel safe,
at home, and be expressive. I do not want anyone to feel insecure or nervous to
discuss any issues that may come into play. These ideas of mine stem from those of
the postmodernists. They say that the classroom should be nonthreatening,
supportive, and open to discussions of many controversial subjects and topics. I
want my students to be able to share what they feel, tell stories, and be
themselves, without any excuse of being afraid. They should also be able to ask
questions and wonder about the world.
The easiest way to have a sense of positivity is to always stay positive and
enthusiastic about every subject and lesson. If the teacher does not seem excited or
interested, the students will not be. I can use modeling to accomplish this in several
subjects. For example, if the students see me having a good time reading and
interpreting a book, they will feel better about doing it themselves. Students should
also strive to remain in friendly relationships with one another. They can establish
relationships by participating in ice-breaker activities at the beginning of the year,
where they get to learn a little about one another. Another way is to have students
participate in pair or group work, where they get to spread ideas and practice on
working with others, requiring them to get along. The last way I plan on maintaining
a positive climate is by dealing with behavior in a positive way. The teacher should
state all rules positively and correct behavior issues without seeming negative. This
way, students are more likely to follow the rules when they know what is
acceptable. In general, if the teacher stays happy and positive, it is more likely to

rub off on the students, causing them to behave and work with one another in good
nature.
If the teacher always develops good, appropriate lesson plans, and the
students are well behaved and participate in every aspect of the school day, the
classroom should always have a culture of learning. In fact, learning does not have
to come strictly from the teacher. I think it is sometimes a good idea to put students
in charge of their own learning. This would allow them to pick their own topics and
projects, differentiating the lesson, and put them in charge of getting it done. If a
student is doing school work they are actually interested in, he/she is more likely to
complete it with accuracy. Another way to keep this culture in the classroom is by
maximizing instruction time. There should never be a time in the school day when
students are not learning something, unless they are lining up to leave the
classroom. It is important to always have good objectives, goals, and assessments
for the students that work with their specific needs. If not, they will be too worried
about getting the information and will not be focused on applying it to the
assessments. The classroom is not necessarily about getting information the first
time; it is about constantly learning information and connecting it to the previous
lesson, unit, or even grade. Because of this, there is always a culture of learning in
the classroom.
Management of Transitions:
I believe that transitions are one of the most important parts of the school
day, mainly because they determine the amount of instructional time. I accept
students to learn the routines and do them quietly. Students will begin learning all
transitions on the first day of school. These transitions include:

Upon arrival, students should get out books/notebooks needed for the
morning classes and place them in their desks. They should choose their

lunch option, place their homework in the corresponding bin, and turn in their
Weekly folder (Monday mornings only). They should hang their
backpacks/coats, sit down, and begin the Bell Work.
Before leaving, students will clean up all trash around them before packing
up. Homework must be recorded before this. Those who need their agenda
signed off should see me. All materials not needed for the evening should be
placed in desks and/or cubbies. Students will place backpacks on desks and
sit down until dismissal. Students WILL remain quiet during afternoon
announcements.
I have a high expectation for my students in the hallway. We have to make a
good impression on the other faculty and students in the school. (This is a
great opportunity to earn links for the compliment chain.) Students will line
up quietly, behind my chosen line leader, and remain quiet. We will use two
different sayings for walking in the hallway. Single file, Second tile. (This
makes the students stay off the walls, which usually contain artwork.)
Hips and Lips. (One hand on hip, one hand on lips.)
If students cannot remain quiet, they will turn around and start over.

Those students who finish their classwork early must either work on another
assignment or choose a book to read at their desk. They must remain quiet
and non-distracting so that others may finish their work. This is a great
opportunity to do extra credit worksheets which are occasionally provided in
the tray by the homework bin.
When students finish tests/quizzes, they are to quietly lay the paper face
down on their desk and fold the blocker, laying it on top. They should read
quietly.
In order to collect papers in a quick manner, students should pass them down
to the left of each row. The person on the far left will stack papers and make
sure they are all facing the same direction. The teacher will collect.
When preparing to change classes, students should grab all materials needed
and line up quietly. If the other class is not ready to change, my class will line
up in the hall and wait silently. We do not want to disturb other classes.
After group work or coming back into the classroom, students tend to lose
their listening abilities. In order to bring them back together, I will use the
countdown technique. By the time I get to 0, from either 5 or 10, students
must be in their seats with all materials and focused. If not, clips will be
moved down.

Expectations:
In order for students to achieve all goals during instructional time, they must
be aware of all expectations. While they should learn and remember all of these

expectations from the first week of school, I might have to remind the students of
them. I will make all expectations clear by:

1.
2.
3.
4.
5.
6.
7.

Reviewing all rules with the class constantly throughout the first week of
school. The rules are:
Be polite and respectful to classmates, faculty, and school equipment.
Follow classroom procedures and instructions.
Raise your hand to speak or leave your seat.
Always have materials ready.
Keep hands, feet, and objects to yourself.
Stay on task.
Always do your best!
These rules will be posted on the wall where every student can see and be
reminded of them. I will also send a copy home with students in the syllabus,
as well as posting them on my website, for both the student and parents to
sign. This copy will also include the rewards and consequences.
If expectations are different for an activity or assessment, I will go over these
before letting students begin working.
On some days when students have been chatty, I will have them remind each
other of how to work in groups. What should their behavior be like? What is
our voice level?

Monitoring of Student Behavior:

Because my students are well aware of the rules and expectations in the
classroom, they will be held responsible for their own actions. While it is my job to
provide the rewards or consequences, they must follow up with them. It is easy for
me to monitor their behavior during whole group lessons, but during group or
independent work, students must regulate their own behavior. I have come up with
a list of rewards and consequences that will be posted on the walls as reminders to
all students. Also, I have set ways of maximizing the effectiveness of classroom
management.

Rewards:
o For every day that a students magnet does not get moved down, they
will get a tally mark. Of course this tally also reflects whether or not
they have turned in their spelling homework. If they have not, they do
not get receive the tally, no matter where their magnet is positioned.

Once students have reached ten tallies, they will receive either lunch
with a friend or a homework pass. In order to use the homework pass,
students must ask the day before. Only three students max will be
allowed to lunch with a friend at one time.
o There will also be a compliment chain in the classroom. A link will be
added every time the class gets a compliment from another faculty
member. Once the chain reaches the floor, the class will receive an ice
cream party.
Consequences:
o If students have not completed work for any class, they must use their
recess time to get it done.
o I will use a magnet system in my classroom. The magnets are on the
left hand side of the white board. They are stationed at ready to
learn, and can be moved up and down, depending on behavior. If
students continue to misbehave once they have reached the bottom,
they will visit the principal.
Because the magnets are at the front of the classroom, it allows me to easily
move them while remaining in instructional mode. I can do this silently, and
students should instantly change their behavior.
To monitor the noise level while working in groups, I will first flick the lights.
When the lights go off, students know to freeze and get quiet. If they do not,
we will try again. After their warning, magnets will go up and down, and
recess time will be lost in order to get assignments completed.
I will use as many methods of reinforcement for both desirable and
undesirable behavior that is needed. When a student does something right,
they always deserve praise. The reinforcement for positive behavior relates
to the classroom reward system. The students want to earn their tallies to get
prizes, therefore they will behave in a positive manner.
There are always those students who need extra attention when it comes to
behavior management. These are the students who act out. The methods of
reinforcement will always vary depending on how much the specific student
needs, but there are a few methods that I favor. Of course, if they have some
form of special need (ex: ADHD, LD), I will have to turn to my Exceptional
Learner binder I created for different ideas. If a student just needs to be
controlled a little, (out of seat, talking) I think the best thing to do is get the
class involved. The student will earn points, or even extra PAT, every time I
notice them doing what is right. These points will go towards the whole class,
so the fellow classmates will be cheering this student on. It is also always
good to pair up a needy student with one of the more well-mannered
students in the classroom for extra help.
I believe that students would rather be praised than frowned upon in the
classroom. Because of this, I will always correct their behavior in a positive
way. I will ask them if they think what they are doing is right. This will not
only make them think, but help them learn how to behave correctly.
o

Using the day book. At the end of the day, students will be given time to
reflect on the day. What did they learn? What did they like/dislike about
today? How did they behave? This will allow them an opportunity to reevaluate and work on their behavior for the next school day.
Using a seating chart. Because students were getting chatty throughout the
whole day, the desks were re-arranged. While I love having desks in groups,
they were moved to rows until students can get their behavior in line. This
allowed be to separate all the boys, and other students who were constantly
talking to one another. Students are still sitting next to at least one person to
allow for quick sharing during the appropriate time.

Classroom Arrangement Diagram:

This first plan was the original classroom arrangement, pre-rows. The desks are in
groups, with five or six students per group. This allows for easy group/partner work.
It also makes collecting/distributing papers very quick and easy. The promethean
board is at the front of the room, along with the white board where the magnets are.
Every seat faces the front so that students are not able to get away with
misbehaving easily. The teachers desk and table is in the front right corner, so she
can monitor the class during assessments. The student teachers desk is in the back
right corner, which also helps with management. It allows her a space to work and
store items. On the left wall, the shelving is cubbies and hooks for back packs,
keeping the floor free of clutter. Having this extra floor space allows students to
spread out for group work and other activities. The right wall shelving is full of
books for students to borrow. There is also a sink and storage on the back wall for
the teacher.
(Plan one)

The only thing that changes in the second arrangement is the student desks. The
desks are now in rows. The rows on the right side of the board are arranged with 3
students, 3 students, 3 students, 2 students. The rows on the left side of the board
are arranged with 4 students, 4 students, 4students, 3 students. Girls are always
seated next to other girls, and boys are separated; they are usually on the ends of
the rows. If this seating arrangement does not work to relieve talking, the rows can
easily be shifted to boy, girl, boy, girl. Having students still seated next to one
another enables them to still complete partner/group work.

(Plan 2)