My Philosophical Statement

I've been working on this statement all semester, and the wording is still subject to change.  However, here is what I have so far.

The purpose of education is to discover truth.  Whether these truths lie in science, mathematics, or the nature of the human person, we must believe that truth is obtainable, and every person must decide how they respond to what they think is true.  Students should be taught to perceive the world in consistent terms.  With a persistent worldview, students can learn to make sound decisions with predictable results.  Because I feel that truth is obtainable, I enjoy the writings of authors who share this belief.  Now, while eternal concepts exist and must be obtained, every individual should have the opportunity to discover these ideas through his or her own interactive experience.  Until a child understands that an idea has meaning for him or her, that idea may seem foreign and ethereal instead of applicable and necessary for growth.  In my search for truth, I identify with the Perennialist school of thought.

However, in terms of instruction, I follow the school of the Progressivists.  I care about the individual's needs, and I understand the differences from mind to mind as different people grapple with the same concepts.  All truth occurs within the human frame of reference, and I see communication and social practice as one of the primary functions of the school experience.  The ability to read and speak fluently is the most important tool for participating in the social process.  Individuals should be recognized for their achievements, but I also see major benefits to working in groups to discover individuality and to develop a sense of social responsibility.

My classroom management plan is simple. It is character-based and grounded in ethics. At the beginning of the year, students will assist in defining the rights of the students in the classroom. Students will be given positions of responsibility and leadership which will foster involvement, care, and reliance on fellow classmates. We will discuss and practice ethical decision-making. Some example tenets of my classroom ethics are trustworthiness, loyalty, friendship, helpfulness, kindness, good cheer, cleanliness, and bravery.

Ch. 2 - Safe Classrooms and Safe Schools

Because I was in the group that presented this chapter, I'm going to keep my big ideas short and succinct.  The big ideas for this chapter are the three "golden nuggets" to take away when concerned about safety.

Big Idea #1:  PAY ATTENTION TO DRASTIC CHANGES IN BEHAVIOR.

Big Idea #2:  BUILD STRONG RELATIONSHIPS WITH STUDENTS - GET TO KNOW THEM VERY WELL.

Big Idea #3:  BUILD STRONG RELATIONSHIPS WITH PARENTS AND THE COMMUNITY.

Journal #5: Reflections on Linda Maxwell's presentation.

Linda Maxwell's presentation focused on the need for established routines and procedures, and on the need for explicit practice of those procedures.  The majority of her presentation offered specific routines to be used in the classroom and ways to practice those routines.  While useful, they seemed aimed at lower grade levels.

Her district's management plan, "Love and Logic" seems kind of elementary.  To be honest, I think it's a little disrespectful to the students.  The steps she outlines for "Love and Logic" include "going braindead" and "becoming a broken record."  Students want you to actually listen to them, and when you simply repeat a phrase over and over again, it becomes wildly apparent that you don't care what they are saying.  You, the teacher simply doesn't want to hear it.  I don't think these strategies successfully neutralize student arguing.  I think they reinforce the student's already persistent idea that teachers don't want to hear what they have to say.

Ch. 10 - Whole-School Approaches to Classroom Management

Big Idea #1:  Positive Behavior Support - A system of schoolwide policies that direct social behavior change.  This includes parent training, individual interventions, and academic structuring to make the curriculum appropriate for students.  Educators teach behavioral expectations the same way they teach subject course material.

Big Idea #2:  Howard Knoff - Project ACHIEVE.  Focuses on staff development to ensure that every adult (parents, teachers, and other staff) are training in intervention techniques and can consistently reinforce good behavior and provide consequences for misbehaviors.

Big Idea #3:  Resolving Conflict Creatively - focuses on social and emotional learning and character education.  Designed to create a caring community to improve school success and prevent violence.  The program teaches active listening, empathy skills, cooperation, and expresson of feelings.

Ch.7 - Outcomes Approaches to Classroom Management

Outcomes approaches focus on the relationship between classroom processes (teaching) and outcomes (what the students learn and how they behave).

Big Idea #1:  Jones's Positive Classroom Management focuses on cooperation among teachers and students and holds students responsible for their actions.

Big Idea #2:  Beginning-of-the-year planning and communication is paramount to Evertson and Harris.

Big Idea #3:  Schoolwide models of classroom management can be very effective.  I agree, because I think the more teachers who adopt similar management styles, the more consistent a student's education will be from one year to the next.  The our country's laws and many business models are always consistent and similar, so classrooms should do the same thing to reflect this real-world experience.

Journal #4: How will you know when learning is taking place?

Some say that engaging instruction is the best form of classroom management – How will you structure your classroom so that you know when learning is taking place and when it is not?  What are the signs of each?

It's important to note that engaging instruction means engaged students.  Students won't engage unless the environment is safe to do so.  So when it comes to structuring the classroom, I'll make sure my classroom is a safe place for students to speak their minds and take risks.  As an English teacher, I intend to utilize drama, role-playing, and group work to make sure every child participates and interacts with the material.  From there, I'll know if a child is learning when that child accurately portrays a part, reacts reasonably to a scenario, or contributes meaningfully to their group work.

Ch. 6 - Self-Regulating Approaches to Classroom Management

Self-regulating approaches suggest that when students are motivated and aware of their own cognitive goals and behaviors, their learning increases.

Big Idea #1:  When students are able to self-regulate their behaviors, cognitions, social environment and goals, they are able to improve their learning.  When students have the mental fortitude to set goals and control their behavior, their behaviors can help them learn instead of hindering them.

Big Idea #2:  Coloroso divides teachers into three categories:  brickwall, jellyfish, and backbone.  Brickwall teachers are strict, enforce rules, and insist on cleanliness and order.  They operate through fear.  Jellyfish teachers are inconsistent with their management, and they allow anarchy and chaos.  Backbone teachers provide support that is flexible, and they use natural and reasonable consequences for disruptive behavior.

Big Idea #3:  Marshall's Discipline Without Stress model - Discipline is the responsibility of the students.  Classrooms should be set up with rules and procedures and structures, and this scaffolding should set the stage for students to manage their own behavior.  Marshall's Social Hierarchy - Democracy, Cooperation or Conformity, Bullying or Bossing, and Anarchy.  Democracy and Cooperation are acceptable, while Bullying and Anarchy are not.