Principles & Practices
- Nov 25, 2017
- 20 min read
As I have embarked on yet another semester it has felt as if I have been infiltrated more than ever with the sounds of silence being broken with turning pages, and the tapping of feet, the smell of dusty books and stress-filled air, viewing only the faded walls in Norma Marion Alloway Library. My course load this semester has proven to be the most challenging yet, as the nature of upper level courses is no longer to just regurgitate information but to analyze, to probe, reflect and develop--everything that I love about learning, despite the exhaustion that has been partnered with it. There have been many assignments this semester that have challenged me and brought me to a much deeper understanding of who I hope to be as a teacher, what I value in my classroom, and strategies or methods I can implement to get there. For the first time I sat down and put into writing my analysis of what I want my classroom to look like, what attitudes and values I want to emphasize, and how I am going to implement them; maneuvering this journey of learning with my students. Amongst my own passions I have been inspired by other theories and methodology to then compose a combination of outlooks into one philosophy. A philosophy that I am sure will change and develop over time as education, society and humanity does also. To dive right in, outlined here is what I have come up with. My philosophy of discipline, classroom management, and principles:
Topic 1: My Philosophy of Discipline
A learning environment must be shaped in specific ways to advocate for an abundance of joy. In a classroom, management and discipline strategies must be incorporated in order to make this happen. Classroom discipline embodies the necessity for a teacher to enforce expectations, regulations and safety into the classroom, developing an environment that enables authentic learning to occur. In this sense, disciplinary strategies are used to catch unacceptable behaviour and address it in professional, serious and loving ways—endorsing the practice of responsibility. Likewise, classroom discipline brings into light positive behaviour, supporting and encouraging it as so, for it counteracts the negative behaviour. Continually, in the realm of education, I believe discipline needs to be done with a student-centred mindset, built around student growth. I believe effective growth cannot occur without love at the centre, relationship with students is the key to gaining student respect and fostering life lessons that ‘stick’. That being said, discipline is a process, its repercussions are not going to happen over night. The end goal is to have students exhibit cooperation and responsible behaviour, there are no alternative routes to achieving such crucial goals (Morrish, 2014, p.75-76). Furthermore, I believe the necessity of discipline within the classroom is to help students learn, recognize and reflect on misbehaviour in hopes to motivate growth and internal maturation toward becoming quality citizens within society. Students are to respect the authority of the teacher in the classroom, through compliance and contemplation. Yet, I do believe in the power of a student learning virtuous characteristics and lessons experientially, on their own. I cannot force positive choice, it is a student’s internal motivation that will motivate positive choices (Marshall, 2014, p.163-164). Discipline is not to make the student’s lives difficult, but to enhance their character, awareness of those around them, and personal growth overall. I think that students can benefit from positive behaviour reiteration and it can be solidified in the classroom as it is not always done in the home (Morrish, 2014 p.72). The educator is the initiator in such a task. As an educator, I believe that we are to encourage the stewardship of the generations to come, as well as provide a healthy, welcoming and safe learning environment—discipline that focus’ on responsibility, internal motivation, and respect plays a key role in making that happen.
Topic 2: My Theory of Discipline
I believe there are key components that foster effective classroom discipline. All components that are incorporated into my class will embody three themes: positivity, choice, and reflection. The first and what I believe is the most important component is the implementation of procedures. There should be a protocol to every aspect of the classroom; a consistency developed for the students and expectations of how they are to go about instructions. These procedures are to be introduced and practiced from the moment the students step into the classroom on the very first day (Wong, 2014, p.116). I believe that teachers should not start any academia in the classroom until these procedures are put into place. Furthermore, I believe that effective classroom discipline is founded on preventative measures. I will include preventative tactics that endorse student responsibility, organized student choice and recognition of positive choices. To start, a seating plan. I will organize a classroom that emphasizes a learning community by sitting in small groups. It is important that everyone has the chance to know all fellow peers in the class as I rearrange who-sits-where once a month. Similarly, just as when poor behaviour is addressed I believe positive behaviour also should be pointed out and encouraged. My purpose here is to acknowledge positive behaviour and hard work versus giving empty praise (Marshall, 2014, p.170). An example of this would be: “I see you trying very hard to get your homework done on time Annie!” versus: “Great, thank you Annie!” Continually, I plan to include supportive tactics such as effective and effortful lesson planning, organizing the what and how I want to do with my students throughout the day, ahead of time (Wong, 2014, p.128-129). In preparation I will incorporate my passion for creative, student centred lessons that incorporate student participation and hands-on, experiential learning to keep them interested and engaged (Kagan, 2014, p.217). Students need meaningful lessons, not only to prevent misbehaviour, but to give them purpose, spark interest, and provide knowledge that will take them to great places in the future.
Alongside supportive tactics there needs to be re-directive tactics. I influence my student’s behaviour most through actions and words. As I converse with my students I love the concept of positive language, giving students instructions and re-direction based on what the students should do versus what they should not do. This sounds like: “Please walk” instead of: “Do not run” (Marshall, 2014, p.168). As an educator who centres on relationship I hope to include re-directive tactics that include physical proximity, eye contact, gentle reminders, and second chances, asking students to ‘re-do’ the misbehaviour in the correct way. I want my students to see that mistakes are how we learn, not a downfall. When we correct our mistakes we evidently see where our previous behaviour was wrong and how we can go about fixing it for the future. Here, obedience is not the key, as obedience does not encourage relationship, if anything it diminishes it (Marshall, 2014, p.162). Most importantly I think it is crucial for teachers to uphold a student’s sense of dignity. As the director of the situation, I think the tone of my voice sets the stage; not calling on students, and preventing embarrassment in front of peers are a few ways that I can keep intact my students sense of self. When seeing misbehaviour I would like to address it to the class as a whole, having the entire class practice how to do so properly. If the misbehaviour needs to be addressed further that will be done in a one-on-one setting to prevent isolation and embarrassment for the student. I believe that discipline, and redirection of misbehaviour is not meant to scare or intimidate the students, but to guide them toward an understanding and practice of what is expected and appropriate for themselves and those around them. All of these things combined I believe will foster the type of environment and encourage the priorities I set fourth in my philosophy of education—embodying student centred learning, relationship, and character building.
Topic 3: The Professional & Ethical Demeanor I will Display
As I conduct myself in the community as an educator I hope that above all, those around me recognize my highest priority is to exhibit passion for what I do. That comes out through taking my job seriously both in preparation and dress code, genuinely caring for all those around me—putting their needs before my own, always lending a helping hand in any capacity; and contributing a positive spirit to my teaching, classroom, and school environment. I hope to be a beacon of light wherever I go, a light that draws people in, encourages others, and supports. Through these characteristics I hope to build a respectful, trustworthy and caring relationship with my students, their caregivers and my colleagues. This includes my legal obligations as a teacher, caring for my students in a safe environment, exercising loco parentis, and due diligence (Truscott, 2016, p.119). I believe that the root of all character and behaviour comes from the home. Within that, I want to demonstrate care and effort toward more than the students, but also the caregivers. I have the goal of achieving ‘home visits’ to each of my students within the first month of school to greater understand and care for each student that I teach. Furthermore, I believe that a key starting point in living out effective and authentic relationships is learning names. When you know and remember an individuals name, it holds meaningful respect and purpose. I believe it shows you do not care for them due to what they can give or do for you, but you for them. Furthermore, as a natural part of relationships there is interaction. I firmly believe that every interaction is either life giving or life draining, and I hope to give life in every interaction I participate in. If I can be a motivator and participant in making a work or learning environment a welcoming and enjoyable place to be, I hope to do so. When it comes to conflict, or confrontational conversations with co-workers, caregivers and students I hope to approach them with a listening ear, humility and honesty. Taking into account their feelings, their comfort, and their perspective. Overall I long to be an approachable individual that whether for encouragement or constructive criticism from whomever, it is welcomed and worked through in mature and respectful ways.
Topic 4: The Student Behaviour I will Endeavour to Promote and Rules that Support it
Within my classroom there will be six rules that I will implement. I prefer to not call them ‘rules’ as that entails mandatory obedience. Instead I will call them class expectations. These expectations are what I would like to incorporate; but I also think it is important to get student input on what they see is important for the class. I would love to translate these rules, adding more student-centred language by working as a class to create expectations that we all agree upon for the year. I strongly agree with this method of student input as it gives student choice, they take ownership of the rules as they participated in creating them, and they gain in responsibility for developing and following them. These rules, once solidified will be placed on the wall for students to always remember and be reminded of (Jones, 2014, p.143-144). 1. We are a community, that means we watch out for one another, include everyone, be kind, show respect, and help one another succeed. Here students are encouraged to treat their peers as a collective group, as one. We are all a team, who watches out for one another inside and outside of the classroom. With this expectation I hope to develop a community and an attitude of inclusion and appreciation for one another that influences their actions everywhere they go.
2. You are responsible for your own learning—be curious, explore, innovate, develop, & take risks.
A key aspect of my classroom is to develop a curiosity, joy and longing for lifelong learning. I want them to take risks in their learning, to make it their own, to dive into it and long for more. Without this the students lose interest and motivation toward school in general.
3. Be yourself—everyone is welcome here, everyone belongs here, everyone is wanted here. Developing a welcoming atmosphere is essential to students engaging in learning. I want students to feel comfortable to be themselves, express their uniqueness and therefore develop an awareness and appreciation for the diversity of one another. We have so much to learn from the people around us, especially those who are different from us. I want my students to understand this truth, then take that into the real world.
4. No devices—no exceptions. Technology infiltrates students lives outside of the classroom. I long to create one place for them to experience a ‘tech-free’ space, to live, learn and grow without reliance on technology.
5. Respect the leader. The classroom is for the students, they are in charge of their own learning, but I am still the leader. I want to act as more of a guide than a leader; but that still requires respect from my students. It is important for students to learn to respect authorities (in this case, teachers, principles, guest speakers) as they will always have an authority in their lives to respect and learn from, to some degree.
6. The classroom is yours—Keep it neat, clean up after yourself, respect the things within it.
I am not their mother, it is not my job to clean up after them. I want my students to learn responsibility and demonstrate it to me through taking initiative in cleaning up after themselves and taking care of property.
Topic 5: What I will do Proactively to Prevent or Reduce Misbehaviour
It is my goal as an educator to put into place a series of preventative measures to reduce misbehaviour and constant correction. This provides more space for a love for learning and enjoyment in school—instead of being told ‘no’ all the time, diminishing a child’s longing to learn and participate in school altogether. Overall I as the teacher set the tone for the classroom. I want to demonstrate a manner of encouragement, progress and positivity. This first starts with my tone of voice. I want to use positive speech to remind students of what is expected of them, versus focussing my language on what they are doing wrong. Continually, I appreciate encouragement in the classroom. As Marvin Marshall emphasizes there is a difference between recognition and praise (2014, p.170). In recognizing student positive behaviour, to commenting on assigned work, I want to focus on recognizing specific positive behaviour instead of giving empty praise. I will say things like: “I love to see you putting in extra effort to understand this concept Sally!” versus: “Well done Sally!” Additionally, I believe there are three key areas where teachers can implement preventative measures. I like to call them the three tactic T’s : Tenets, Tasks & Transitions. I believe that when preventative measures are implemented into these critical areas where misbehaviour mostly occurs, there will be more behavioural success in the classroom. The first ’T’ is tenets. This encompasses the necessity to establish and practice classroom procedures and expectations from the moment they step foot into the classroom (Wong, 2014, p.116). In order to have students really know how the classroom functions and what their role is as the students in the first few weeks of school, before academics begin we will say the procedures, I will demonstrate procedures, and we will practice procedures together (Jones, 2014, p.145). The ‘expectation’ posters we make together as a class will be posted on the wall for students to remember and refer back to (Jones, 2014, p.143-144). Another ’T’ is Tasks. When students are given tasks it is crucial that they are interesting, experiential, and their curiosity is heightened. I believe that if they feel that they can accomplish the task and be successful with it, they can relate to it, and/or they are interested in learning more about it, there is less thought or inclination toward misbehaviour. This requires preparation and understanding of the students on the teacher’s part to develop tasks that are meaningful. Tasks to enhance learning, and learning itself should always be appealing and creatively organized to have students wanting to participate—continually oriented toward the goal of developing a love for life-long learning. Alongside the need for the tasks to be interesting, students should always have a task to work on. Implemented through the tenets the students should always know where to look to find the next task they are to start when finished the first one. As soon as they walk in the door there should be opportunity to learn waiting for them to dive into (Wong, 2014, p.128). In teaching lessons there should be initial tasks, additional stations, workbooks, activities or projects for students to progressively turn to when done. Tasks keep students occupied, often too busy to misbehave. Lastly, the third ’T’ is transitions. This can often be the most difficult time for students to act accordingly to the tenets. If they do not pay attention to the instructions they feel lost and start distracting other students. Transitions, big or small, are a time they do not have to be focussed on a specific task, but on the way to doing so. Here I would like to implement specific strategies to prevent misbehaviour during transitions. As adjusting is difficult for most people, giving students ten, five and two minute warnings before a transition is going to happen gives them time to wrap up what they are doing, and be ready for the next instruction. Some students need intentional, one-on-one warning to wrap their heads around the idea that this activity will be done soon, then we clean up and move on to the next one. This gives them time to process and move in the right direction. When lollygagging occurs, misbehaviour often occurs, eliminate this with putting a time limit on the transition. Counting down to have students with their stations cleaned up, and sitting attentive on the carpet or at their desks brings an urgency to move and be ready for the next activity. Continually, I will limit the number of people moving from one place to another, for example: “Anyone with their birthday in February can go to their desk”. Here, there are only two or three students transitioning at a time. Within transition time, it is crucial that students are never left waiting for the teacher to get organized. Instead of having the students sitting at their desk waiting for their worksheet to be passed to them, have students go through a song and dance at the carpet or initiate a discussion while the teacher sets out all the supplies necessary for them to come back to their desks and begin right away. Lastly, bigger transitions from room to room can be difficult for students as there is so much to look at, and excitement toward travelling to another place. Teachers can make it a game for students through role play, for example: “We are all secret spies, and must be really quiet as we walk to the gym so no one knows we are spying on them” or whispering: “We have marshmallows on our feet, so let’s walk on our tip toes really quietly”. Throughout all of these examples and strategies it is important to know that these tactics centre on productivity and preparedness. If a teacher is aware of the three T’s and how they can avoid misbehaviour through them, there will be less room for frustration within the students and more room for authentic and enthusiastic learning.
Topic 6: How will I Support my Students’ Efforts to Participate and Persevere
An integral aspect of classroom management is keeping and maintaining interest and attention in lessons. If the students are engaged there is less opportunity for their attention to move elsewhere, become distracting, or exhibit inappropriate behaviour due to boredom. Typical public schools look to motivate student learning through rewards—good grades, gold stars, and blue ribbons. I want to build my lessons from the framework that children have an innate longing to learn (Eissler, 2011, 1:09-1:15). I believe and will incorporate a longing to spark student imagination and curiosity, versus gathering student understanding (Canadian Council of Montessori Administrators, para.3), a core aspect to Maria Montessori’s philosophy of education. Maria Montessori’s educational system is one that I resonant with more than any other. Her overall longing is to develop students who are receiving strong academics and become independent, responsible, self-disciplined, leaders, initiators, and form a life long love for learning (Eissler, 2011, 5:15-5:20). This is everything that ignites my passion to work with young children. Montessori keeps her students engaged by sparking their interest, and turning that fire into flame. I appreciate how Montessori educators develop lessons to be hands-on, self-paced, collaborative, challenging and joyful learning experiences (Eissler, 2011, 2:18-2:23). Here, I want my students to participate in experiential learning, grasping concepts in the most authentic ways. I will use tactile tools to explain abstract ideas, bringing to life various concepts (Maria Montessori Academy Philosophy, para.2). The self-pace allows children to not feel left behind, gain understanding at their own rate, and continue to spark new flames of excitement toward learning, instead of running to catch up to their peers, or waiting for others to get up to speed. In my lessons I want to continuously have opportunity waiting for them, the minute they walk through the door (Wong, 2014, p.116). When they are done one thing, they move on to the next, working with one another, being challenged, yet full of joy as they learn through engaging activities, play and experiences. I like the idea of having instructions posted for the children to refer to (Jones, 2014, p.143-144). At each station in the classroom, or up on the board I want students to know where to look, and to gain independence in searching, understanding and moving forward with what they are to do next. Continually, as Montessori education demonstrates, the teacher’s role is not to stand at the front and relay information, but works as a guide (Maria Montessori Academy Philosophy, para.2). I want to open doors to learning for my students, not be a presenter of various facts. I want the students to learn for themselves, in their own way, and I will circle the room, guide, provide help when asked, and encourage. Teaching in this way makes room for individualization, providing one-on-one time for students who can benefit from it, or intentionality with small groups. The main goal of my efforts to encourage participation and perseverance is through student centred learning, in non-conventional ways that focus on the building of relationship, effective learning techniques, and development of life-long learners.
Topic 7: How I will Redirect Students when they Misbehave
I believe misbehaviour always has a root, helping children find the source of their behaviour, and how to overcome it is critical to stopping the misbehaviour in its tracks. The foundation of my philosophy in redirecting students who display inappropriate behaviour is based on growth opportunity and second chances. I believe that students deserve to try again and learn from their mistakes. That being said, there are various ranges to the degree of misbehaviour in schools. I would like to focus on different levels of misbehaviour and how I would address them as an educator:
Minor & disruptive misbehaviour:
For minor and disruptive misbehaviours, actions such as not following instructions, the student is disturbing other classmates, or inattention, my focus is to have the students learn and practice a more correct approach. When guiding students one-on-one I will include phrases such as “Johnny, is that how we are to travel in the halls? Please try again”. This gives the student a chance to demonstrate the correct action, imbedding what is expected of them into habit. That being said, I find it extremely important to uphold a students dignity. I love to find learning opportunities everywhere, and when a student misbehaves I see value in turning the behaviour to the whole class as a reminder. Not pointing out the one student, but by reminding the class together what is appropriate behaviour. For example, “Boys and girls, who can tell me what is an appropriate way to travel in the hallway?” “Walking!” “Walking, exactly, can someone please show me what walking looks like?” Here the students can all see what appropriate walking looks like, and the students who were demonstrating inappropriate walking in the hallway are reminded. Regardless of the action I will guide corrective conversation with questions. I want to use questions to have the students actively think of their actions in relation to the people around them and the expectations of them as a student in my classroom. It is my goal to have students fix the situation on their own, taking ownership over the situation versus me throwing out discipline without them realizing how they could have done better. Furthermore, as I establish relationship with my students, when they misbehave I want them to see that I am on their team (Kagan, 2014, p.212). As I converse with the misbehaving student through questions I want to ask them what they need to do to fix their behaviour, and how can I help them to get there. I do not want them to feel isolated or alone, but to feel supported and encouraged toward behaving appropriately. If the student at this point still has not fixed their behaviour it becomes a disrespect and attitude issue. Student privileges will be taken away if/when behaviour comes to this point. It is important to me that students never miss out on learning opportunity, so I want to use disciplinary strategies that recognize that. Students can be kept in at recess or lunch to contribute to classroom help (such as cleaning) and be in conversation with me about their actions. In one-on-one conversation I love William Glasser’s model of asking students what they want, what they have tried to get there, reviewing its effectiveness and making a new plan together that is healthier (2014, p.194-195). I believe that through intentional one-on-one time and consequence they will be more willing to reflect on and recognize their actions to fix it for the future. Additionally, in minor misbehaviour I believe there is ample authority in the power of presence. When a student is disruptive in class, I as the teacher can continue the lesson yet move into the same proximity as the disruptive student, this often eases the disruption. If that does not seem to be enough, placing a silent hand gently on their desk to clarify and give non-verbal warning to the student that they are being disruptive. Here, the power of non-verbal communication is evident and embodies the values that I have when implementing the redirection of misbehaviour. Serious misbehaviour: In terms of serious misbehaviour, such as bullying or harassment more significant measures need to be taken. There are three actions that I will take, depending on the student and the situation. Addressing serious misbehaviour can be done in groups or in isolation. I believe that a teacher needs to have a variation of strategies ready to put into action depending on the situation, and the student(s) involved. To begin, with class issues, I love the use of classroom meetings (Marshall, 2014, p.172) to collaborate, demonstrate respect and develop unity through conflict within the classroom. This will be used for class-wide issues where we as a whole can decide on a punishment or reconfiguration of expectations that are more realistic. Similar to developing classroom expectations, I think it is important for students to be given a say for how things work in the classroom. As the leader I make the final decisions but I want my students to take ownership for the learning environment, and develop a greater respect for it as they contribute to it. For issues between a small number of students, restorative justice is a reconciliation based model to work through conflicts versus suppressing them (Morrison, 2002, p.5-6) that I long to incorporate. I love the idea of bringing in family members, students, staff and administration together to have a respectful, honest, yet challenging conversation around the issue, with the collective goal in mind of restoration. Restorative justice is implementing independence as its main goal is developing efficiency to dissolve the need for outside intervention within the process of resolving conflict. This teaches the students how to communicate productively with one another, to stand up for themselves, but also consider another’s perspective and consequences. Furthermore, I appreciate how restorative justice focuses on teaching students not to back down from difficult situations, but to push through them in order to pursue reconciliation and restoration of relationships and dignity. For the students who would feel targeted or develop resistance within a collective conversation such as restorative justice, another strategy to use is Paula Cook’s approach. Cook uses questioning, conversation, and lesson learning to achieve awareness of the individual’s actions and ignite a change in attitude and approach. Her goal is to initially affirm aspects of the action, then remove the guilt, re-establish expectations of students in the context of school, and create a new plan for ‘next time’ (Cook, 2007, 0:01-2:29). Using Cook’s approach works with the students strengths and weaknesses to develop a realistic path to follow, moving forward. All of these strategies are founded on the value of working with the students to resolve issues. I am there to help the students and encourage them to grow, not correct and let them figure it out on their own.
Topic 8: How and When I will Communicate my Discipline Approach to Students, Admin, and Caregivers.
When communicating my discipline approach to students, admin and caregivers I think each should be done differently, as each group is unique and my relationship to them is unique. My students will gain an understanding of my discipline strategies as we go over expectations, procedures and appropriate behaviour within the first days of class. I want to relay with students not only what they should do through reiteration and practice, but how we are going to go about the situation when they fail to follow the expectations. When communicating to caregivers I would love to make a clear and concise handout to have both the students and parents read, sign and return to me. This eliminates any misunderstandings that students bring home and relay to their parents. I know the parents understand, and by signing they are ‘on board’ with my tactics. I would ensure an open door policy that if any parents or students have questions about my philosophy or strategies that they are welcome to come and discuss with me. Furthermore, I think it is important to have administration know my strategies, why I use them, and even more importantly for them to approve and support it. To have administration support my discipline strategies brings me as an educator in his/her school more confidence in what and how I conduct my classroom. Further, it is comforting to know that if a caregiver confronts either myself or admin on my tactics that I will be supported. I appreciate having administrations feedback and approval, including him or her in the conversation of how and why I run my classroom the way that I do.
To me, an educational philosophy is something that changes with experience and time. This document is not stagnant but dynamic, just as teaching and learning should be. I love the open door this leaves me, full of opportunity to continually learn and grow, having my classroom be a developing space to fit my progressive students best.
Works cited:
Charles, C.M. (2014). Building Classroom Discipline (11th ed.) Toronto:Pearson.
Cook, P. Could We Have Done Worse? [Real Restitution] Retrieved at: https:// www.youtube.com/watch?v=gLCGhBK8-uU
Eissler, T. (2011, June 28) Montessori Madness! Retrieved from: https://www.youtube.com/ watch?v=GcgN0lEh5IA
Maria Montessori Academy (n.d.) Philosophy. Retrieved at: https:// mariamontessoriacademy.net/montessori/philosophy/
Morrison, B. (2002) Bullying and Victimisation in Schools: A Restorative Justice Approach. Australian Institute of Criminology.
Sweet, C. (2017, October 15). Church Unity . Speech presented at Southgate Church , Langley
The Canadian Council of Montessori Administrations (n.d.) What is Montessori? Retrieved at: http://www.ccma.ca/what-is-montessori
Truscott, D., Crook, K. (2016). Ethics And Law For Teachers. Toronto:Nelson Education Ltd.
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