Philosophy Statement
My classroom philosophy is designed
to state rules clearly and provide consequences for behavior in a respectful
way. It is to be used and enforced on an equal basis by both students
and the teacher. Classroom rules will be set-up during the first few
weeks of class. The students and I will work together to establish
a short list of rules along with a list of rewards and consequences based
on abiding to the rules. I will explain the expectation that there
will not be a need to use the consequences for negative behavior as much
as the rewards for positive behavior. I will facilitate the process
of making a list of the rules; posing questions to encourage critical thinking
and realistic expectations.
Modeling appropriate behavior is another
part of my philosophy. Being positive in setting limits means firmness
in following the rules, not intimidation. Requesting behavior that
is incompatible with the undesirable behavior will set limits in a positive
way. It is more effective to say "Hands at your side" instead of
"Don’t hit." Every opportunity will be taken to demonstrate the proper way
to respond to situations and discuss my behavior with my students.
Modeling appropriate behavior is not intended to produce instant, measurable
change in students, but works as a powerful tool in instruction when used
consistently.
Students need choices, especially at
the middle school; the fact that they have choices should be a topic of conversation
when addressing behavior. An example of this for a student might be,
"I see that this assignment is taking longer than you had hoped. You
may choose to finish it now or you may use part of your lunch period to complete
it. You may decide when you want to complete it." Much of acting
out behaviors reflect a need for power and attention, by giving students
a choice, they have control over their decisions. Part of my role as
a teacher is to equip them to handle the choices they make.
I believe that attending to students’
physiological needs is an important part of a proactive approach that can
insure positive behaviors within my classroom. Having extra clothing,
food and drinks, bandages, and hand lotion available are examples of this.
Other proactive approaches include showing empathy and unconditional respect
at all times and providing group-building opportunities that move students
from an "I" attitude to a "We" attitude. Proactive approaches provide
order and structure in the classroom. As a caring and trustworthy teacher
I will take every opportunity to take proactive measures to provide a safe
and affective environment for my students.