Philosophy of Classroom Management
"As a teacher, my classroom management philosophy is to allow the students to have an opinion on what topics I plan the lessons on. I will select different topics but let the students choose which topic they would like to do. I believe that letting the students choose certain things in the classroom and different procedures will benefit the students and improve their behavior and responsibility."
I believe that my philosophy statement is similar to Linda Albert’s Cooperative Discipline. She created the Three C’s which is like a guideline to help the students feel like they belong to the class. Capable, connect, and contribute are the three C’s. I believe that the students should feel capable in the work that is being completed in the classroom. I need to revise the work to fit the needs of my students. To show the students that they are capable, I would post their success on my bulletin boards. Helping the students connect is another C of Linda Albert’s. Showing or telling the student how well they are doing or how pleased you are at their work can help a student connect to the classroom. The last C is contribute which is my favorite part. In my classroom I want my students to have a say and feel like they have a say in what happens. I want to hear their opinions about topics that they want to learn. I want to see my students helping each other throughout each day.
Although I will already have my set of rules, I would want to ask the students if there is anything that they want to add to the classroom rules. This way I am still giving the students an opinion like Albert addresses.
Parent, teacher, and student involvement is important for the students’ education. Having the parent involvement helps build community in the classroom. Albert believes that the parents should be partners with the students and that the partnership helps with the discipline. I want to be able to communicate with the parents about their children throughout the year. When there are behavior problems, I would call the parent to inform them of what has happened that day but I would always start with a positive statement because a negative statement may feel like I am attacking their child. When a students does something excellent, I would also call a parent to let them know what their child had just accomplished.
One thing I always try is to look at the positive. When I am in the classroom, I want to look at the positives during the day and the positives of how my students are behaving. I also will show respect because the only way you can earn respect is if you show respect.
"As a teacher, my classroom management philosophy is to allow the students to have an opinion on what topics I plan the lessons on. I will select different topics but let the students choose which topic they would like to do. I believe that letting the students choose certain things in the classroom and different procedures will benefit the students and improve their behavior and responsibility."
I believe that my philosophy statement is similar to Linda Albert’s Cooperative Discipline. She created the Three C’s which is like a guideline to help the students feel like they belong to the class. Capable, connect, and contribute are the three C’s. I believe that the students should feel capable in the work that is being completed in the classroom. I need to revise the work to fit the needs of my students. To show the students that they are capable, I would post their success on my bulletin boards. Helping the students connect is another C of Linda Albert’s. Showing or telling the student how well they are doing or how pleased you are at their work can help a student connect to the classroom. The last C is contribute which is my favorite part. In my classroom I want my students to have a say and feel like they have a say in what happens. I want to hear their opinions about topics that they want to learn. I want to see my students helping each other throughout each day.
Although I will already have my set of rules, I would want to ask the students if there is anything that they want to add to the classroom rules. This way I am still giving the students an opinion like Albert addresses.
Parent, teacher, and student involvement is important for the students’ education. Having the parent involvement helps build community in the classroom. Albert believes that the parents should be partners with the students and that the partnership helps with the discipline. I want to be able to communicate with the parents about their children throughout the year. When there are behavior problems, I would call the parent to inform them of what has happened that day but I would always start with a positive statement because a negative statement may feel like I am attacking their child. When a students does something excellent, I would also call a parent to let them know what their child had just accomplished.
One thing I always try is to look at the positive. When I am in the classroom, I want to look at the positives during the day and the positives of how my students are behaving. I also will show respect because the only way you can earn respect is if you show respect.
Philosophy of Literacy in the Classroom
“Reading is a stand-alone subject but literacy should be integrated throughout the day.”
Whenever I heard literacy, I thought of the subject Reading. I didn’t know that literacy could be implemented into different subjects, at least not until I had my literature course at USF. We learned how you can integrate literacy into any subject as long as you planned accordingly. We also learned about the eight pillars of literacy and how you can implement them into your lessons. I have been better at implementing literacy into other subjects since the beginning of the semester but there is definitely room for improvement. I will always be working on integrating the eight pillars into my lessons in the future.
The most important thing I learned from my literature courses was the fact that you can integrate literacy into almost any lesson. Math and social studies, reading and math, writing and social studies, any subject will work as long as you plan thoughtfully. Planning, it is an important key to literacy. You have to be well planned to successfully integrate literacy. I am still working on becoming a good planner, so that only means I am still improving on having literacy integrated into other subjects throughout the school day rather than focus just in reading.
“Reading is a stand-alone subject but literacy should be integrated throughout the day.”
Whenever I heard literacy, I thought of the subject Reading. I didn’t know that literacy could be implemented into different subjects, at least not until I had my literature course at USF. We learned how you can integrate literacy into any subject as long as you planned accordingly. We also learned about the eight pillars of literacy and how you can implement them into your lessons. I have been better at implementing literacy into other subjects since the beginning of the semester but there is definitely room for improvement. I will always be working on integrating the eight pillars into my lessons in the future.
The most important thing I learned from my literature courses was the fact that you can integrate literacy into almost any lesson. Math and social studies, reading and math, writing and social studies, any subject will work as long as you plan thoughtfully. Planning, it is an important key to literacy. You have to be well planned to successfully integrate literacy. I am still working on becoming a good planner, so that only means I am still improving on having literacy integrated into other subjects throughout the school day rather than focus just in reading.
Philosophy of Assessment
“I think of assessment as being more than just a test. Assessment involves observing, data collecting, questioning, and testing. A person can be assessing without realizing that they are doing it. That is my philosophy”
Until this year I always thought that assessment meant a test. The reason being is that whenever I heard a teacher or an adult talking about assessment data, it always came after a test. When I was informed this year that assessment is so much more than a test, I was confused. I realized that I had been assessing my students all year without knowing. I asked myself “how many other ways are there to assess?” Over the semester, I had learned some of the ways.
When I am in my classroom I will definitely use anecdotal notes and observations to assess my students. When they are working I will ask them questions to confirm that they understand the material and know the objective of the subject. That way it does not seem like I am grading them for what they are doing. In my opinion, students get nervous and do not always perform their best when they know they are being graded or when they have to take a test.
Observing is the form of assessment that comes the easiest for me. I am already an observant person so when I am in the classroom I am quick to pick up on things. After a week in my classroom this year, I had a fairly good idea of which students got along and which students did not. When my mentor and I went to make a new seating chart after a month, I was able to place the students based on what I had been observing over the few weeks including behavior and academic progress. My seating chart worked out very well although we had to make a couple changes. I know that one form of assessment I can work on is questioning. I can go up to students and ask them questions on what they are learning but my questions are never deep enough. I need to work on creating higher-order thinking questions to determine whether the students are understanding the material or not.
There is definite room for improvement in my ability to assess. I will never be perfect at collecting assessment data but I can work on improving everyday.
“I think of assessment as being more than just a test. Assessment involves observing, data collecting, questioning, and testing. A person can be assessing without realizing that they are doing it. That is my philosophy”
Until this year I always thought that assessment meant a test. The reason being is that whenever I heard a teacher or an adult talking about assessment data, it always came after a test. When I was informed this year that assessment is so much more than a test, I was confused. I realized that I had been assessing my students all year without knowing. I asked myself “how many other ways are there to assess?” Over the semester, I had learned some of the ways.
When I am in my classroom I will definitely use anecdotal notes and observations to assess my students. When they are working I will ask them questions to confirm that they understand the material and know the objective of the subject. That way it does not seem like I am grading them for what they are doing. In my opinion, students get nervous and do not always perform their best when they know they are being graded or when they have to take a test.
Observing is the form of assessment that comes the easiest for me. I am already an observant person so when I am in the classroom I am quick to pick up on things. After a week in my classroom this year, I had a fairly good idea of which students got along and which students did not. When my mentor and I went to make a new seating chart after a month, I was able to place the students based on what I had been observing over the few weeks including behavior and academic progress. My seating chart worked out very well although we had to make a couple changes. I know that one form of assessment I can work on is questioning. I can go up to students and ask them questions on what they are learning but my questions are never deep enough. I need to work on creating higher-order thinking questions to determine whether the students are understanding the material or not.
There is definite room for improvement in my ability to assess. I will never be perfect at collecting assessment data but I can work on improving everyday.