CLASSROOM MANAGEMENT PORTFOLIO ASSIGNMENT TEMPLATE PHILOSOPHY ON CLASSROOM MANAGEMENT

CLASSROOM MANAGEMENT PORTFOLIO ASSIGNMENT TEMPLATE
PHILOSOPHY ON CLASSROOM MANAGEMENT (CH 2 & CH 8)
1. Write your philosophy of “culturally responsive classroom management”. Include two or more models of discipline in your discussion. Discuss how you will provide caring and culturally responsive practices for all students (personality, teaching style, bias, cultural, ethnic, gender and learning differences).

Through the courses I have taken as a student in Georgia Gwinnett College, and my experiences on the field, I have developed a personal teaching style and philosophy. My personality is defiantly laid back, and my style of teaching will be quite unique to say the least. To gain my student’s interest, I will become my mission to “promote self-learning and help students develop critical thinking skills and retain knowledge that leads to self-actualization”. (University of Portland, 2018) I believe my teaching style will help students develop the skills they will need in the future. Nevertheless, I plan on using several disciplines to influence my teaching strategy. The positive classroom discipline focuses on gaining a child’s respect while addressing misbehavior. I believe it is imperative to my teaching style that everyone is respected while still maintaining order. The cooperative discipline uses encouragement techniques to build on the students’ performance. The goal of this disciple is to pinpoint the student’s behavior and help the student identify a goal to improve it.
The goal for my classroom, is to help students achieve a bright future with the power of education. I strongly believe that all students have a right to a safe learning environment. If the students do not feel safe in my classroom, they will keep their guard up, and it will affect their learning. So, it is important that each student is welcomed and accepted. I will use my classroom rules, to communicate firm limits with my students. I believe it is also important to know your students and their families, to acknowledge any cultural norms. I plan on doing this by maintaining communication with the parents and/or guardians. I aim to prepare my students for the future, and I will do this buy motivating my students to learn. I will develop a curriculum that gains their interest, and molds to their ability. I also believe that students should be given the opportunity to investigate on their own, with adult supervision of course. That provides the students to become independent and allows them to develop their social interaction skills.
THE CLASSROOM ARRANGEMENT (CH 3)
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Write a narrative for each, explaining how the arrangement of each of these items will promote caring and culturally responsive student learning.
As a teacher, I will set up my classroom with my students in mind. Often times, students come into a classroom extremely actious about the school year. These anxieties can often terrify the students, because they often struggle making new friends. I however, want to ease that energy by arranging the student’s desks into groups. Each group will be evenly divided by race and gender. That allows them to be physically exposed to other individuals and also be exposed to groupwork. I would place my desk however in the back of the classroom, so I can observe the students and also monitor the computer at all times. That will hopefully eliminate any cheating or inappropriate behavior. I will also have my storage space near me for ease of access. Students will not be given access to the storage area, due to our confidentiality agreements.

In my classroom, I want to provide students the opportunity to move around for group work and discussion. All furniture in my classroom will be placed along the walls, to provide enough space for my students and our activities. My grade level content area will be placed on the bulletin board, which varies throughout the school. The wall of my classroom will be decorated like a movie theater, and in the front of the classroom their will be a sign that says, “Mr. Mercado’s Classroom, Where Every Student Is A Star”. I will a poster that has the stars of week, for that poster I will have pictures of famous authors, scientists, and historical figures and a little biography bellow. I will use that poster to show some cultural diversity, and will relate it to the content taught that week. I also plan on having a reading corner, with flexible seating, so students can enjoy their independent reading time.
CLASSROOM RULES (CH 4)
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Discuss the importance of classroom rules and procedures for providing a productive classroom environment.

When an individual establishes rules within the classroom, they are setting standards for the classroom. Those rules are a general guide to respectful and responsible behavior. Much like rules, procedures are a general guide to achieve a positive outcome. Procedures, however are specified instructions to complete a specific task. Both rules and procedures are crucial when establishing a productive classroom. It provides students with a clear message, of their expectations and responsibilities within the classroom. Allowing students, the opportunity to focus at the task at hand while maintaining order. They are great tool to realize control many teachers lack inside their classrooms.

COMMUNICATION SKILLS FOR TEACHING (CH 6)
Write a reflection on each area below. Include in your discussion how these areas contribute to promoting student learning, a positive classroom community and how they are used to address misbehavior.

Communicating Firm Limits-
Communicating firm limits establishes a clear message that both the teacher and student must follow. The limits must be enforced, and if the limits are violated there must be a consequence. When communicating firm limits be direct and specific. Being direct with your students will show them, that you are in control.

Eliminating any distractions, sets the standard for student behaviors, and allows for a positive learning environment.
Using Supportive Language-
Using supportive language expresses guidance and establishes a caring environment. When using supportive language, one must be inviting and reinforce specific praise. This allows students to feel respected and in return will allow you to earn their trust, promoting a sense of optimism in the classroom environment. You should also use supportive language to prompt students to remember specific tasks or ideas. It can also be a great tool to remind students about their expectations inside the classroom. Using Supportive language encourages a positive work ethic and establishes a positive student-teacher relationship.

Using Listening Strategies-
Listening establishes a good student-teacher by demonstrating a high level of respect and acceptance. It allows the teacher to know the child. Listening also provides the teacher insight that helps them make better decisions on the curriculum. It is also vital to building a sense of community. When a teacher steps back and listens, it allows the students to share their ideas, will allow them to become better communicators which can be vital in their developmental growth. Whenever students finish sharing, I will try and summarize the conversation to show I was actually paying attention. When listening to students, I always have to remember effective communication demands great listening and respect.
Using Nonverbal Communication-
Nonverbal communication is almost as crucial as verbal communication. Each gesture and signal given by the teacher, can cause a positive or negative student response. These signals are often interpreted differently by different cultures. Thus, it is important to know your students. Our verbal and nonverbal communication can often play a major role when addressing discipline. As a teacher, I must make it clear to them that I am in control verbally and physically. It demonstrates your authority and sets the standard for your classroom management.

MOTIVATING STUDENTS TO LEARN (CH 7)

Discuss motivational strategies that can be used for instruction, assessment and feedback and describe how these strategies can motivate diverse learners?
In the classroom, motivation is used to drive instruction, assessment, and feedback. The motivation will drive positive behavior and motivate diverse learners. It is extremely important that teachers motivate their students, so they can fit to the grade level standards. A main step in motivating your students is getting to know them and capturing their interests. This allows you to know your student, but also allows you to be aware of cultural differences and be culturally responsive. Another great strategy will be adapting your lessons to be relevant to them, so use real world examples or issues. Using theses instructional strategies tailor to each student’s interests, and can encourage students to ask questions. As a result, it can enhance their performance during assessments. The teacher can also vary the assessment. Instead of having students work on worksheets all day, you can have them work on a group activity or assignment either of which would give you insight on their academic progress. Keeping the content fun and relevant will drive students to learn, which will DEFINATLY drive up test scores.
MANAGING AND FACILITATING INSTRUCTION (CH 10)
Provide a summary of your understanding of planning decisions that affect behavior management. Discuss why this is important for effective teaching.

Challenging students are those that are constantly disruptive and demand attention. Schools have policies to address these behaviors, but as the educator it is our duty to plan ahead to prevent these behaviors from happening. When planning these decisions, one must look at three aspects: the degree of structure in lessons, the grouping of students for instruction, and how you hold students accountable. The degree of structure in lessons, is often predicated on your philosophy as an educator and strategies you use to deliver the content. Once you have structured your lesson, you must deliver the content. In delivering the content, you must decide whether you want whole-group instruction, small-group instruction, and/or independent work. This part of planning this the most crucial part, because if you must decide where you will place your students. To be successful in this phase, make sure to separate your challenging students to avoid any issues. Once you have determined the grouping, you must determine a system for grading your assignments. This system can make or break the students, because in this phase of planning, you will be providing feedback to your students to better their work. Each aspect in the planning phase affects behavior management because if you plan ahead, you will be equipped with the necessary rules and procedures to address the students.
Provide a summary of your understanding of how-to managing lesson delivery. Discuss why this is important for effective teaching.

In a lesson, there is a beginning, middle, and end. When managing lesson delivery each piece of the lesson must tie together. In the beginning of a lesson, one must hook the students in their anticipatory set and introduce them to the lesson objectives. In the middle of the lesson, one must be clear and exhibit enthusiasm all while following the pacing of the lesson. Last but not least, the ending of the lesson must provide a clear and concise closure. Managing lesson delivery will make or break the lesson. When delivering the lesson, you must engage your students in the learning process in order to establish effective teaching. Allowing students to be involved throughout the lesson, allows them to draw connections and relate it to the content which allows for better learning.
Provide a summary of your understanding of managing student work. Discuss why this is important for effective teaching.

Once the lesson is completed, the teacher must manage the student work. The teacher must be responsible for collecting assignments and monitoring completion, maintain record of the student work, and give students feedback. When collecting assignments, there should be an established routine or procedure to collect the assignments. When maintain records, ensure you design your gradebook to hold students progress and the completion of their work. Providing students feedback allows both the student and teacher to evaluate their work. If the student or teacher does not evaluate their work, then their will not be an opportunity to grow and learn from the mistakes made. An effective teacher evaluates the students work and should also evaluate their own work to show how much the students have mastered their content to ensure the same mistakes are not made again.
RESPONSES TO MISBEHAVIOR (CH 11)
What is your hierarchy plan of consequences to deal with each type of misbehavior?
The manner in which the teacher deals with misbehavior, directly relates to the classroom environment. Listed below is my hierarchical plan for consequences to deal with each type of misbehavior.
a. mild misbehavior- After a student violates a rule or procedure, my first step will be to provide an individual reminder to the student. This could be something as simple as a tap on the shoulder or reminding them of the rules/procedures. In my response to the mild misbehavior, I will use a soft voice and I will not accept excuses.
b. moderate misbehavior- If a student displays moderate misbehavior, I will assign the student lunch detention, or ask the student to stay inside five minutes during recess. If I have a student that is constantly disruptive, then I will ask the student to step outside and contact the parent or guardian. In my response to the mild behavior, I will make direct eye contact and will use a firm and anger-free voice.

c. severe misbehavior- For severe misbehavior, it is my duty to remain calm and be considerate of the child’s dignity. I also have to remind myself not take their misbehavior personally. In severe cases, an office referral and parent contact will be the most appropriate form of correction. In my response to the severe misbehavior, I will make direct eye contact and stand firm in my decisions. I will ensure the student is aware of the consequences, and does not leave thinking they are in control.
INTERACTING WITH PARENTS, COLLEAGUES AND OTHERS (CH 13)
What is the purpose of and methods you will use to communicate and interact with parents, colleagues and other stakeholders?
Collaboration is one of the greatest tools known to man. Collaboration allows individuals to engage with the community and share ideas. This principle is the same with communication in the schools and with the community. It is vital for teachers to collaborate with their peers to plan the pacing for the school year and work toward a common goal. This collaboration typically occurs during the teachers planning period. Collaboration amongst parents and guardians, is also crucial to the student’s success. When the teacher collaborates with the parent or guardian, it allows you to create an open support system and a open communication system. For my initial contact with all families, I will introduce myself and provide compliments on the student. Then, I will contact the parent on a different occasion for any concerns about academic issues. If needed, I will contact selected families, for any concerns about progress or behavior. In all stages, it imperative to start off the conversation with something positive about the student. That system allows the parent to know, that you are working for the students benefit.
Reference
Burden, P. R. (2017). Classroom management: Creating a successful k-12 learning community. Hoboken, NJ: Wiley.

Teaching Styles: Different Teaching Methods & Strategies. (2018, August 21). Retrieved from https://education.cu-portland.edu/blog/classroom-resources/5-types-of-classroom-teaching-styles/