Philosphy
You are who you choose to be…
My general philosophy of education is that “you are who you choose to be.” This simple statement is a quote from Warner Bros. animated film The Iron Giant, and a mantra I have been following since the movie first came out in 1999. This aligns with Existentialism, the idea that every person is responsible for his or her own self. I consider it very important that a student is self-motivated, and choose their path to success by being confident in their own skills and talents. This follows very closely with my preference of teaching to my students’ Multiple Intelligences, and giving them opportunities to express their learning in the style that they most benefit from. Students can explore learning through their strengths and interests, and motivate themselves towards higher learning goals.
Find their passion and encourage it…
Each child is a unique individual who needs a secure and stimulating atmosphere in which to learn. Supporting students in their extracurricular activities and interests is the first step in showing them that learning is not boring, and if there is something they are interested in, of course they should learn about it! Sports, movies, FFA, Mock trial, drama, Harry Potter…all of these subjects can be used to encourage my student to learn. Creating an opportunity to showcase their interests within the classroom during lessons and projects inspires students to learn with enthusiasm. My students stay engaged and interested, and share their own personal knowledge and expertise with their peers. My goal is to find ways to bring in their passion and enthusiasm for their extracurricular activity and interests into the lesson of the day.
The teacher is also a student…
Teaching isn’t a job that allows for learning to stop at a certain point. Collaboration with staff, administration, other subject disciplines, students, and families ensures that my knowledge base continues to grow so I can be the best educator for my students. I look for constant feedback and advice from my fellow staff and mentors, and have attended several seminars and workshops on teaching strategies for both English and Theatre. If I expect my students to strive for success, I must hold myself to the same standards and goals.
My general philosophy of education is that “you are who you choose to be.” This simple statement is a quote from Warner Bros. animated film The Iron Giant, and a mantra I have been following since the movie first came out in 1999. This aligns with Existentialism, the idea that every person is responsible for his or her own self. I consider it very important that a student is self-motivated, and choose their path to success by being confident in their own skills and talents. This follows very closely with my preference of teaching to my students’ Multiple Intelligences, and giving them opportunities to express their learning in the style that they most benefit from. Students can explore learning through their strengths and interests, and motivate themselves towards higher learning goals.
Find their passion and encourage it…
Each child is a unique individual who needs a secure and stimulating atmosphere in which to learn. Supporting students in their extracurricular activities and interests is the first step in showing them that learning is not boring, and if there is something they are interested in, of course they should learn about it! Sports, movies, FFA, Mock trial, drama, Harry Potter…all of these subjects can be used to encourage my student to learn. Creating an opportunity to showcase their interests within the classroom during lessons and projects inspires students to learn with enthusiasm. My students stay engaged and interested, and share their own personal knowledge and expertise with their peers. My goal is to find ways to bring in their passion and enthusiasm for their extracurricular activity and interests into the lesson of the day.
The teacher is also a student…
Teaching isn’t a job that allows for learning to stop at a certain point. Collaboration with staff, administration, other subject disciplines, students, and families ensures that my knowledge base continues to grow so I can be the best educator for my students. I look for constant feedback and advice from my fellow staff and mentors, and have attended several seminars and workshops on teaching strategies for both English and Theatre. If I expect my students to strive for success, I must hold myself to the same standards and goals.
Classroom Management
The main theory of classroom management that I follow is Love and Logic and Positive Reinforcement. My expectations for my students’ behavior is high, as I want them to strive for the respect that they earn. My general rules are the Three R’s: respect your teacher, respect your peers, and respect yourself.
I am a fervent believer of positive reinforcement, and prefer to praise students who are behaving appropriately instead of scolding the ones who are not. This method is more for group behavior than individual behavior. For example, if I see that many students are distracted during inappropriate times, I will say, “Thank you (student’s name) for being ready and following directions. That is awesome.” Continuing to list off other students’ names reinforces the correct behavior I am looking for. This tactic indirectly communicates to the others that if they also want public praise and positive reinforcement, they need to follow their peer’s example. My previous students can tell you that a catch phrase of mine is, “Awesome.” I use this particular adjective to describe many things in my classroom, including behavior.
When dealing with off-task behaviors, the first step is eye contact and proximity. One of my favorite procedures is the “evil” eye. This technique is something I have extensive experience using, and proven to be an effective discipline method. Most students just need a subtle reminder that their behavior is not appropriate before they get back on task. The next step is keeping a close proximity, which allows them to settle down and fix their own misbehavior with minimal intervention. My general classroom rules, the three “R’s,” followed by the school policy of discipline also easily deflects small disruptions.
The more challenging behaviors are the most difficult to address, such as bullying, challenges to authority, or hurtful behavior. This is when, depending on the level of severity, I rely on a more assertive approach. My students need to understand that certain behaviors are not tolerated in our classroom, and their actions result in them immediately being sent to the office. If the problem has spread from the one student to the entire classroom, I will take a moment to sit the entire class down and have an open discussion. As we work through the issue, my students and I discuss attitude, correct behavior, ways to diffuse a situation, etc. This allows the students to voice their opinions and find a middle ground with me, as the teacher.
Fay, J. and Funk, D. (1995) Teaching With Love and Logic: Taking Control of the Classroom. Golden, CO: Love and Logic Press.
Wolfgang, C. H. (2009) Solving Discipline and Classroom Management Problems: Methods and Models for Today's Teachers. New York: John Wiley & Sons.
I am a fervent believer of positive reinforcement, and prefer to praise students who are behaving appropriately instead of scolding the ones who are not. This method is more for group behavior than individual behavior. For example, if I see that many students are distracted during inappropriate times, I will say, “Thank you (student’s name) for being ready and following directions. That is awesome.” Continuing to list off other students’ names reinforces the correct behavior I am looking for. This tactic indirectly communicates to the others that if they also want public praise and positive reinforcement, they need to follow their peer’s example. My previous students can tell you that a catch phrase of mine is, “Awesome.” I use this particular adjective to describe many things in my classroom, including behavior.
When dealing with off-task behaviors, the first step is eye contact and proximity. One of my favorite procedures is the “evil” eye. This technique is something I have extensive experience using, and proven to be an effective discipline method. Most students just need a subtle reminder that their behavior is not appropriate before they get back on task. The next step is keeping a close proximity, which allows them to settle down and fix their own misbehavior with minimal intervention. My general classroom rules, the three “R’s,” followed by the school policy of discipline also easily deflects small disruptions.
The more challenging behaviors are the most difficult to address, such as bullying, challenges to authority, or hurtful behavior. This is when, depending on the level of severity, I rely on a more assertive approach. My students need to understand that certain behaviors are not tolerated in our classroom, and their actions result in them immediately being sent to the office. If the problem has spread from the one student to the entire classroom, I will take a moment to sit the entire class down and have an open discussion. As we work through the issue, my students and I discuss attitude, correct behavior, ways to diffuse a situation, etc. This allows the students to voice their opinions and find a middle ground with me, as the teacher.
Fay, J. and Funk, D. (1995) Teaching With Love and Logic: Taking Control of the Classroom. Golden, CO: Love and Logic Press.
Wolfgang, C. H. (2009) Solving Discipline and Classroom Management Problems: Methods and Models for Today's Teachers. New York: John Wiley & Sons.
"It is the supreme art of the teacher to awaken joy and creative expression and knowledge."
Albert Einstein (1879-1955)
Albert Einstein (1879-1955)