Creating a Positive Learning Environment

Philosophy

At the core of my personal philosophy of classroom management is the question, “what do my students want and need to become effective learners, and how can I meet these wants and needs?”  Classroom management consists not only of rules created to keep order in the classroom, but the physical space of a classroom as well.  A classroom management plan should create an effect environment for learning.  This means I must address every student as an individual and do my best to incorporate their learning styles, and needs, into my classroom management plan. 

It will be my daily challenge to create engaging and motivating lesson plans that will help my students to think freely, solve problems, and take responsibility in their own actions and education.  Combined with this I will create a physical classroom setting that is warm and welcoming, encourages the free flow of ideas, and encourage students to become involved in the day to day lessons I will address.  I want my students to not feel as though they are competing with each other, but rather are challenging themselves to be better than they were the day before.  My classroom will be centered on the learners themselves rather than the material “I must cover.”   

According to William Glasser, a theorist in “Choice Theory,” all people are internally, not externally motivated (Glasser).  If I do not reach my students on their level and motivate them by using tools and resources that are interesting to them, they will not be motivated to learn.  Another concept of “Choice Theory” is that our behaviour is our choice.  By creating opportunities for my students to make the right choices, in regards to their behavior  they will learn the difference between right and wrong for themselves.  In this respect students should know that there are consequences for their poor behavior  and rewards for their positive behavior  and I should stand firm in those consequences and rewards; by doing so my students will have the confidence that I will always have the same reaction no matter the student or the circumstance.

Another theorist, Barbara Coloroso, believed in “Inner Discipline.”  It is the basis of this theory that students should be treated with respect and be allowed to make decisions for themselves.  This would allow me to serve as a guide, and my students to have more control within the classroom and over themselves. 

Establishing Positive Student/Teacher Relationships

A strong student/teacher relationship is important in creating a positive learning environment.  It is important for students to know that I, their teacher, have their best interests at heart, that they can trust me to be honest and fair, and to understand that respect is a two way street that I am willing to walk on.  Without these confidences not much learning can be accomplished.

As an educator it is my responsibility to play a proactive role in creating this relationship.  By setting an example, and having an “open-door” policy, students will feel more comfortable coming to me for help and sharing their ideas with me.  This will help to create a strong rapport with my students.  Another way to go about this would be to get to know my students, their likes/dislikes, wants/needs, to show I care about them as individuals and will do what is needed to help them succeed.

We all have days where sometimes we just feel like throwing in the towel.  When it comes to teaching at the middle and secondary levels, however, I cannot let this show.  If students sense you do not want to be there, they will not want to be there either.  Having a happy, supportive, and positive disposition can be contagious and rub off on my students.

Enhancing Peer Relationships

Though I want my classroom to be an environment where the only person a student has to compete with is him or herself, I know the pressures of adolescents will make their way into my classroom.  With this comes peer pressure and bullying.  I feel the only way to address these issues are head on.  As part of my classroom management plan I will set aside time in my classroom to address the issues of peer pressure and bullying.

One possible way to address peer relationships and interactions, and allow students to feel like they have input, would be to have students help create a set of rules that will be implemented in the classroom.  These rules should address how the students treat each other, what is expected of them when working in groups, and consequences for inappropriate behavior. 

One approach to help build peer relations is “peer mediation.”  This method would allow students to feel empowered, let them speak their minds freely, be a part of creating the solution, and has been other positive outcomes.  This approach fits perfectly into my classroom management plan in that it allows students to be responsible for their actions and education, and it takes an inner discipline stance.

Effective Teaching

            The first tool in your effective classroom management tool belt should be strong teaching methods.  Creating a classroom that has a positive learning environment starts with my ability to properly instruct my class on the lessons I have created.  There are many different strategies, methods, and approaches to do just that.

            These teaching strategies include practical examples.  By showing students real world applications for what they are learning they will be more engaged and it helps to illustrate and explain the lesson.  Another strategy would be to reverse the role of student and teacher.  This can beneficial to not only the student teaching the lesson, but the classroom as a whole in that it gives the “student teacher” a sense of responsibility in their education but it allows the class to learn from a peer; someone on their own level.

            Another important strategy to help classroom management is lesson pacing or timing.  Timing is essential to instruction; take too long and students miss out on important information, finish too quickly and students are left with free time, and free time can mean behavioral issues.  It is important than to plan my lessons to avoid these problems and created filler activities for the event that students grasp my instruction quicker than expected.

            Although these are just a few, there are many other methods that are beneficial to a classroom management plan.  It is important as an educator to determine those methods that work best for me and adapt those that seem to be falling short.  Teaching is a process of continual learning and growth, and I must be flexible to address new issues that may arise.

Classroom Rules

(may be revised according to school policies and procedures)

The Golden Rule

            All students are expected to treat others as they would wish to be treated.  Respect for others is expected in my classroom.  Any student found “picking on,” bullying, or being out right disrespectful to his/her peers or the teacher will be given one verbal warning.  If the behavior continues the student will be asked to leave the room.

Food/Beverage

            No food or open beverages will be allowed in my classroom.  However, students will be permitted to have plastic water bottles that can be resealed in class.  Any student found with food or open containers in my class will be asked to dispose of said items in the garbage receptacle.

Raise Your Hand

            All students are expected to raise their hand when asking a question or giving an answer.  Students are expected to not interrupt myself or their peers when speaking.  Any student not following this rule will receive a warning.  After one warning the student will be asked to leave the room and will be given an alternative assignment to complete for missing the rest of the class period (the exception to this rule would be during classroom debates).

Restroom Passes

            Restroom passes will not be given during the first ten minutes or last ten minutes of class.  Students must sign out before leaving, take the designated bathroom pass with them, and sign back in when returning from the restroom.

Moving About the Room

            Students are not to be moving about the room unless instructed to do so or asking permission to do so.  Any student out of their seat without instruction/permission will be given one warning.  If the problem continues the student will be asked to leave the room, and will be given an alternative assignment to complete for missing the rest of the class.

Preparedness

            Students are expected to come to class prepared.  This includes the course text book (or any other reading materials assigned), a notebook, an agenda, and a writing utensil.  If students lack any of these items they may sign out the item needed from me (assuming I have the needed item), but they must leave collateral (i.e. school I.D., book bag, etc.) to ensure I get my items back.

Late Work

To help motivate students to turn in homework assignments on time the policy I will implement will be as follows: for every eight (8) homework assignments turned in on time, in a row students will receive 5% bonus on the next homework assignment (this will be tracked in my grade book).  For all major projects (i.e. assignments worth 75 points or more) students will lose one (1) whole letter grade for each day that the assignment is late.

Incomplete Work

Students who turn in incomplete homework will complete their work during their lunch period.  This means the student will eat their lunch in the assigned “work lunch period” room while completing the homework assignment.  Incomplete major project work will not be accepted; the student can turn the completed project in the following day but will be penalized one (1) letter grade for each day that it is late.

*I reserve the right to amend these rules, or add rules to account for any issues that may arise throughout the year.

Procedures for Responding To Disruptive Behavior

In an ideal world, we would not experience behavior that undermines instruction and, thereby, negatively impacts student learning. The reality is that I will have to deal with it on a daily basis.  I do not believe in a “no tolerance” policy when it comes to disruptive behavior.  Students can often be disruptive due to excitement, learning/behavioral issues, and to be honest everyone has their bad days and should be given the opportunity to correct their behaviour and learn from their mistakes.

It is my policy to give one verbal warning to students regarding disruptive behavior.  If the behavior continues after their one verbal warning students will be asked to leave to room.  In addition, because their disruptive behavior forced them to miss the day’s lesson, the student will have to complete an alternative assignment to show/learn the material.

In extreme cases those students who are asked to leave to room will be escorted to the principal’s office (depending on school policy).  If this occurs a letter will be sent home to the student’s parent/guardian.  If it is determined to be necessary, due to multiple days of disruption or extreme disruptions, a parent/teacher conference will be scheduled to address the issue.

Procedures for Responding to Violent Behavior

Unlike disruptive behavior, violent behavior WILL NOT be tolerated in my classroom.  Any student found causing physical harm to other students, themselves, or objects in the classroom will be referred to the principal’s office and the guidance counselor.  Physical assault, or causing damage to another person’s property, is illegal; students need to know this and understand it is never appropriate to harm others or their property.

Along with physical assault, any form of stalking, threatening (phone calls, emails or other correspondence), acts of harassment and similar behaviors will be taken seriously and turned into the appropriate authorities for actions to be taken.  To create a positive learning environment, students must feel safe and know that the appropriate actions will be taken if they ever do feel threatened or unsafe at school.

 

Things Change, and We Must Change Too

A classroom is an ever growing, constantly changing thing and should be treated as such.  As my classroom changes, my classroom management plan must be re-evaluated and adjusted to fit the needs of my students, and my needs, to keep order within my classroom.  Teaching is a continual learning process.  If I want to do what is best for my students and to create a positive learning environment it is important that I continue to educate myself and take advantage of all professional development and in-services offered to me.