My management philosophy is the sum of my experiences in the classroom, extended observation of learning specialists and school counselors, and my studies at Seattle Pacific University. I also draw on my instincts and experiences as a parent, as well as my faith background. I believe each child is an unrepeatable miracle, and as their teacher, it is my privilege and responsibility to create a welcoming learning environment so they can grow every day.
Our school framework is based on Student Learning Results (SLRs), which include academic excellence, character development, contributing to society, spirituality, and self-motivated learning. My goal is to utilize many of the techniques from the Responsive Classroom model to point our learning toward these values. I will conduct daily morning meetings, build a set of classroom rules by engaging the students in the process, use positive language, and use logical consequences to help manage challenging behavior.
If anything has changed for me throughout this three-year journey toward teacherhood, it is the firm belief that all behavior is communication. Every time a child fidgets, calls out, loses the line, or refuses to eat lunch...those behaviors are all linked to something else. There is really no such thing as naughty to me anymore. This perspective gives me empathy for my students, so rather than growing frustrated when they need redirection, I can actively work to make way for their learning by creating a safe and welcoming environment.
I also want to set a tone of partnership and support for families, so the learning environment actually goes beyond my classroom. By listening with empathy, I hope to make parents feel safe so they can remain positive encouragers for their kids, no matter their learning challenges.
Our school framework is based on Student Learning Results (SLRs), which include academic excellence, character development, contributing to society, spirituality, and self-motivated learning. My goal is to utilize many of the techniques from the Responsive Classroom model to point our learning toward these values. I will conduct daily morning meetings, build a set of classroom rules by engaging the students in the process, use positive language, and use logical consequences to help manage challenging behavior.
If anything has changed for me throughout this three-year journey toward teacherhood, it is the firm belief that all behavior is communication. Every time a child fidgets, calls out, loses the line, or refuses to eat lunch...those behaviors are all linked to something else. There is really no such thing as naughty to me anymore. This perspective gives me empathy for my students, so rather than growing frustrated when they need redirection, I can actively work to make way for their learning by creating a safe and welcoming environment.
I also want to set a tone of partnership and support for families, so the learning environment actually goes beyond my classroom. By listening with empathy, I hope to make parents feel safe so they can remain positive encouragers for their kids, no matter their learning challenges.
Doug Lemov’s Teach Like a Champion 2.0 remains a favorite teacher text, particularly when I am flummoxed by a challenge with classroom management. The emphasis on consistency and practical strategies to keep the focus on learning are unendingly helpful. I know that the tone I set in my classroom makes or breaks my students’ learning. If I establish clear procedures and routines for my students from the first day of school, model and rehearse these ideas purposefully, and enforce them consistently, my students will achieve the most success possible. These habits and a commitment to nurturing a positive learning environment that respects the whole child, combined with a deep sense of calling to the classroom, make me prepared and eager to join the ranks of teachers next fall.
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