PHILOSOPHICAL BELIEFS AND MANAGEMENT STYLE:

There are many analogies one can draw to illustrate the relationship between student and
teacher; a ships captain and the crew; a drill sergeant and the new recruits; a coach and the team.
I think these analogies are what we default to through conditioning by our culture and place in
society. We like to divide and categorize to create order and reason. I subscribe to a broader view
of classroom management. I agree the classroom teacher should be the classroom leader, but I
would prefer my classroom be collaborative and place ultimate responsibility on the student for
his or her behavior.
As the manager of the classroom, I believe it is my duty to provide a safe, well-
organized, and nurturing environment. To promote this type of environment, I think an
authoritative managing style is necessary. Creating the right environment for learning begins
with organizationclassroom routines and procedures that are known and understood, teacher
expectations that are clear and attainable; and learning activities that are important and
achievable.
I think governing the classroom is not only the job of the teacher, but the students as
well. If they feel that their time in class is valued and productive, they will not feel the need to
create disruptions or stop the learning process.
DEVELOPING AND FOSTERING STUDENT/TEACHER RELATIONSHIPS:
In correlation with my beliefs on classroom management, I plan to foster positive
relationships with my student through student surveys, attending schools events, and maintaining
communication with parents. I believe it is important to try to know and understand the people in
my classroom.

Examples of Class Building Activities I plan to use include:
I never

Students form circle. First student says something they have never done. Each student that has
done the thing the other student has not steps briefly into the center. The game continues until
every person has stated something they have done.
http://www.teachthought.com/teaching/10-team-building-games-for-the-first-day-of-class/

Fact or Fiction

In a circle, the first student offers two facts and one piece of fiction about themselves. Others
raise hands or are called on to identify which were facts and which was fiction. The correct
guesser goes next. Play is completed when all students have gone.
http://www.teachthought.com/teaching/10-team-building-games-for-the-first-day-of-class/

Space Trip

The teacher sets the scenario: A thinning ozone layer means Earth can no longer sustain life, and
a small group of individuals must be sent to another planet to continue the human species.
Divide the team into groups of five to seven. Give each group a list describing 30 people by age,
sex, skills, profession and some personal information. The group, working together as a team,
must select 10 people from the list to go to another planet. Allow 30 minutes to one hour for each
team to create its list and write its selection criteria. Have each group choose a leader to present
recommendations to the rest of the class.http://www.livestrong.com/article/212842-team-
building-exercises-for-high-school/#ixzz2mvvwItsR

SETTING PARAMETERS:

After consideration of whether or not to create classroom rules with students, I have
concluded I would prefer to give a list of four basic rules and elaborate on them during the first
class meeting on the first day of school. Ideally, I would like the elaboration to be a brief
dialogue between the class and me. My basic four: Bring Your Tools (come to class prepared
with the necessary writing utensils, papers, and material to participate), Stop, Look, and Listen
(focus on the speaker and actively listen), Remember Others (empathize, treat others with the
respect you would like to get), and You Control Your Learning (Participate in class and give
your best!).
I plan to greet students at the door prior to the bell ringing, then shut the door and record
roll as the students complete a warm-up task posted on the document camera (or another form of
posted warm-up). If a student was absent, I plan to have folders for the previous days work
available for the student to take and complete. I welcome students completing work in class, if
there is spare time so they may ask questions and receive more instruction on what was missed.
I would like to discourage students coming to me and asking about late work by making it
available to them through the school portal or the folder in the room.
CLASSROOM ENVIRONMENT

Classroom Layout:

In a language-learning environment, I believe it is more conducive to communication to
arrange desks in pairs or groups of three. The following is an example of my future floor plan:

At the beginning of the school year, I will arrange desks in rows for the first week to
learn my students names and make it easier for them to get to know each other. After the first
week, I will arrange desks in groups of two or three to foster communication among students. I
would put my desk at the front corner since I need to have access to my computer to take roll,
access to the document camera, and to be able to monitor the entire room when I am at my desk.
I plan to have a row of folders posted on a bulletin board or a wall with previous assignments for
absent students to pick up. I plan to have a small table for students to turn in work which will be
labeled according to class period.
I would like to dedicate one bulletin board to student work, one for a word wall and
useful phrases, and one for seasonal or unit theme related vocabulary. The main whiteboard
could be used for showing materials on the document camera, listing the lesson objectives, and
posting homework. I would also display maps of the Spanish-speaking world, posters, realia, and
student art. My hope is that this arrangement and use of the room will encourage students to be
participants in their own learning. I would like my students to think of the room as a place where
they can be creative, take chances, and practice new learning.