EDE 4504 Assignment 3:
Learning who i am as a teacher.
The learning environment in my kindergarten classroom is student-centered. The students do most of their assignments in a group setting. Therefore, they sit at tables and not individual desk. This helps promote openness between the students. They begin to not be afraid to share what’s on their mind. The students are always engaged in what the CT and I say because they know that we care about them. We help motivate them to do the best that they can. If they fail, they know that we will help get them right back on track. All the students feel comfortable in the classroom and this leads them to perform better. There is a carpeted area for Morning Meeting and calendar math. This is another area for students to question and grow. There are computers for the students to use during designated times of the day. The teachers desk is overlooking the whole classroom so no student is hidden. When leading lessons, I lay out clear expectations for all students by reviewing rules and giving step by step instructions. This helps ensure that all students are on the right track and are given proper instruction to complete the lesson. They are never confused and know what to do and where to begin.
The needs of my students vary greatly within the class. There are some students that can fully function on their own, while others need an extra hand at times. Around one/third of the students are considered below-level and according to their last test, this does not look like it will be changing any time soon. I usually must give varying instruction and one-on-one help based on the academic level of each student in this classroom. An example is some of the students can complete writing assignments on their own while I still must give some students the words to trace. There is a big gap within the classroom, but the CT has shown me how to properly manage each student and their individual needs. This has opened my eyes to the needs of each student and how much children can vary developmentally from each other. From behavior problems to developmental delays, I have realized that you cannot treat students the same.
My belief, as a teacher, is that my classroom should always be student centered and directed. The time spent in this kindergarten classroom with my CT has assured me of this. Openness and inquiry will be encouraged as they work together and discover themselves. “When student’s efforts fall short of meeting agreed-upon standards for behavior and work, the teacher plays the role of encourager, helping students identify ways to improve” (Levin & Nolan, 2014, p. 103). If students put force the necessary effort agreed upon between both parties, the teacher knows where to clear up instruction and other students can help their peer(s) that are struggling. This creates a positive environment because all the students feel as if they are set up to succeed. Students are more likely to try their best in this classroom setting.
Another one of my beliefs is that extrinsic rewards should not be used to make students do things that are required of them in the classroom. Extrinsic rewards do not give students a good foundation for completing what will be required of them as they get older. Starting students with this mindset is setting them up for failure later in life. These students will learn that as they get older. They will not have anyone patting them on the back along the way. Coercive power is the act of “influencing students through the use of rewards and punishments” (Levin & Nolan, 2014, p. 189). While punishments and rewards are needed in certain instances, teachers should not become dependent on using them to gain control of the classroom and motivate the students. Students must find motivation within. I believe that instead of using punishments, consequences are more appropriate. Actions will be linked to each consequence, so students know what happens when they go against the class rules.
My facilitation of the learning environment aligns with my teaching beliefs by keeping things mostly student-centered. I never want a student to feel like they cannot talk to me or that I do not have their best interest at heart. Before digging deeper into my beliefs, I would have said my authority base was completely referent. As I have spent more time in the classroom, I have seen some of the legitimate authority come out of me. I thought this was the exact opposite of who I was and wanted to be, but I have come to realize that using legitimate authority in certain instances is vital for a healthy classroom. Therefore, instead of fully student-directed, I would have to say that I have somewhat of a collaborative teaching influence as well. This facilitation impacts the learner is my classroom by creating a positive learning environment where they feel safe, comfortable, and ready to learn at the same time, making sure they know who is in control. Teaching in kindergarten, this is some of these children’s first interactions with school. By making it a positive experience for them, you are helping set up the future of these children’s education.
My philosophy aligns with what I say and do in my current classroom by making sure the students feel like they are in a safe environment to learn. This goes all the way back to when I was in elementary school. My first-grade teacher saw that I was having a hard to adjusting to the classroom. She made the classroom feel like the most open and safe place that I could turn to. She was my biggest confidant and to this day, she is the reason that I want to be a teacher. Mrs. Butte helped me out during a time of my life that was not clear for me and I want to be able to do that for students of my own. Being a mentor in the life of my students is just one of the many things that can help them in school and in life. Children today have a lot of thing that they must deal with and if I can help some of that load off, then I will feel as if I have accomplished what I set out to do.
Another way that my philosophy aligns with what I say and do in my current classroom is by differentiating instructions for all students. All students are different, and no one learns the same way. I quickly realized this during my first few weeks of the internship. Students come into the classroom on different academic levels and your job as a teacher is to do your best to get all the students on the same page. As a teacher, you must dig deep into the academic needs of your students to help them comprehend the information on a level that is deeper than just the surface. In my classroom, we have a range of academic levels and some that need more attention than others. I quickly realized that I must write words in yellow marker for the students to trace over. If not, they either cannot do it or will try, get frustrated and then give up. This is one of the many ways that a teacher can help a remedial student thrive in the classroom.
A change that I will make in future classrooms to better align my management philosophy and learning environment is making sure that I am giving proper expectations and goals for the students during all lessons and assignments. I tend to ramble with instructions and expect people to pick up on what I am saying and just do it. Through the time that I have spent with the kindergartners in my internship classroom, I knew that this had to change. If you are not giving direct and proper instructions, these students become confused and then tend to get frustrated. This is not the type of positive learning environment that I am wanting for my students. Ways that I can make sure I am giving proper directions to my students is repeating the directions over and over. When you fully explain the directions multiple times to your students, they will be more inclined to listen and understand what you are trying to tell them.
Another change I will make in my future classroom to better align my management philosophy and learning environment is the use of verbal and nonverbal interventions. I have a picture in my mind of how I want everything to go but these students are not always on the same page. They all are trying to discover themselves and who they are at this young age and sometimes that clashes with what I want for them in the school life and education. There are a load of different reasons that a child misbehaves and as a teacher, you must find the best way to handle each situation. Teachers have the choice between verbal and nonverbal interventions depending on the severity of the issue. One of my students likes to get others off tasks by running around and drawing attention to himself. This would be a good time to use a nonverbal intervention. This student is just acting out because he wants to be noticed. A nonverbal intervention would get him back on track without giving him all the attention that is seeking in the improper way. Another one of my students is a very out spoken child. On many occasions, he has used explicative at me in front of all the other students, at five years old. This would call for the use of verbal intervention. This student does understand that he is in the wrong, but I don’t think he understands exactly what he is saying. This is where I have had to explain how words hurt people and that he is using bad words. Making sure you use the hierarchy and start from the leave invasive to the most will help ensure you getting the results you are looking for. In the picture I have provided, I was name dropping a student that was not following the directions I was giving him. This caused the student to straighten up while not embarrassing him in front of his peers.
Through this self-reflection assignment, I have realized that so much about my teaching philosophy has changed in these few short months. Spending time with students in the classroom has put an emphasis and pressure on my already established beliefs. This has called for me to modify how I view many things in the classroom as have started to become a more established teacher. Things that I never believed would change about my teaching beliefs have slowly shifted over the time I have spent in the classroom and I can only imagine how they will continue to change while I am in this program and in my career.
References
Levin, J., & Nolan, J. F. (2016). Principles of Classroom Management: A Professional Decision-Making Model (7th ed, p. 103, 189.). Toronto: Pearson Canada Inc.
