Philosophy+of+Education

= Philosophy of Education: What I Consider Essential for a Successful Learning Environment =  The three qualities that I will believe are critical to a successful learning environment are Safety, Self Actualization, and Valuable/Relevant Content. I have picked these three qualities after reflecting on my student teaching experience this semester and considering what my ideal classroom will prioritize. I feel as though these categories are broad and each contain specific subcategories that I will discuss later. These qualities support successful classroom management and student mastery of standards. If these characteristics exist in my future classroom, it will be a democratic environment not controlled be discipline, but managed by universal principles of respect, responsibility, reliability, and perseverance.

 A safe classroom can have many definitions. It is a place where the students will be physically safe from any harm, but also a place where students can feel safe enough to be themselves. My ideal classroom advertises “Progress, not Perfection” and will encourage students to experiment with their writing and their questioning, knowing that in my classroom, it is okay to make mistakes. I want to create a space of trust for my students, especially since many of them may not think they can trust anyone. I want to model respect and appropriate behavior every day so my students can learn how to act in social situations. Through immediate, constructive, and fair feedback, my students will learn their strengths, thus allowing them to build self confidence, self efficacy, and eventually progress towards becoming competent members of the community. By p rotecting and supporting their needs for belonging and acceptance, my classroom will belong to every student, not just the teacher. By creating our own classroom principles, we will be able to trust and respect each other, protect our learning, and behave accordingly.

 The second quality of a successful classroom is at the other end of Maslow’s Hierarchy of Needs: Self Actualization. This term refers to a student’s realization or fulfillment of their talents and potential. A classroom that values this quality challenges students to “know thyself” in terms of their strengths, ambitions, beliefs, values, affirmations, and progress. I want my future classroom to teach students to set high yet realistic goals to allow for personal growth and metacognitive progression monitoring. I want students to see how far they’ve come and keep exceeding expectations. As a part of self-actualization, I want my students to be able to find their voice and express themselves. My classroom will support this through writing and speaking exercises that give students the chance to form their own opinion, rather than regurgitating someone else’s beliefs like passive brain washed teenage zombies. I would hope that my students grow in the realms of academia, but also as people, through stewardship projects like writing books for underprivileged students. I want my students to challenge stereotypes and discuss why society tries to fit everyone into prepackaged “one-size-fits-all” boxes. My classroom will expose students to a larger world and ask them “big picture” questions in order for them to discover where they belong in the scheme of things, what they want to change, and how they can be successful and make a difference.

 Lastly, I believe a su ccessful learning environment is one in which the students find value and relevance in the content. My goal (naive as it may be) is for every student to master the standards and objectives I present in my lessons. I want them to be intrinsically motivated to learn the material, but first they must find value in what is being taught. A classroom that encourages students to want to learn must consider student interests and motivations. I want to be able to relate my lessons to real-world application, current events, and what the students actually encounter on a daily basis. If lessons are too theoretical and there is no opportunity for connection or application, students will not find the information meaningful and participation can become an issue. My ideal classroom will teach relevant material the students can value in order for them to encode it into their long term memory and use it someday. Isn’t that the point of teaching them?  After reflecting on these lessons, I know that my ideal classroom will be a place where students get individual attention, find relevance and value in the content, learn and practice integrity, set personal expectations, and encourage progression not perfection. I will hopefully align my teaching objectives with these qualities and principles, knowing that the unspoken curriculum students are learning will be something they can transfer into any aspect of their lives outside of school. These guidelines also support my goal of creating a safe learning environment, where students can feel free to express themselves (in writing and speaking), to develop who they are and find out who they want to be.

Letter to Parents


In my letter to the parents, I wanted to be clear about three things: who I am, my goals for their child, and what I expect from their child. I wanted to be very specific in this letter since it is the very first window into my classroom that the parent will have. Clarity is important in setting up effective, open communication, therefore I detail some important policies that involve the parents, such as attendance and homework. Obviously, my middle school students will not be driving themselves to school or scheduling family vacations. This is the role of the parent, and automatically the parent is involved in and partly responsible for their student succeeding in my class. This is why I chose to include my procedures regarding excused/unexcused absences, late-work, and homework. I also plan to reiterate this information in the class syllabus, but I think that the more it is reviewed, the more these policies will be remembered and adhered to. I also wanted to make sure that even though I was including some policies, procedures, and consequences, that I was still being positive and welcoming, yet clear with consistent and realistic expectations.

 I also made sure to let parents know that since this is a language arts class, reading will be a priority, especially reading for pleasure. My ideal classroom will include a class library that consists of young adult literature to be available for students to check out. I believe that this not only teaches students how to connect themes from classics to themes in current literature, but it also teaches them how to be good readers and how to enjoy it. Reading will be a skill they take with them into their lives outside of academia, and this habit must form while they are young. By informing the parents about my intentions to encourage their students to be readers, I can request their support at home to give their students the opportunities and the resources to practice the habit of reading for pleasure.

 My letter also details how parents can be in contact with me. Daily contact is encouraged through communicating in the students’ planners that they are expected to carry with them to every class. Parents can read my notes to them in the planner and can respond there. By letting the parents know they need to review their student’s planner, it eliminates the possibility that the student may hide their planner or my notes from a parent. Communication will also occur in the form of “Homework Alerts.” These are documents that inform the parent their student has missed homework consistently and the alert must be signed. On this form, I will inform the parent about how their student has missed the work, how it is affecting their grade, and to request that we set up a time to meet. This keeps the students accountable and the parents involved. I also encourage parents to meet with me during my prep periods and after school. I let them know that I am available every day if they need to discuss concerns. I included my email address, the school’s office number, and my extension number if they want to reach me personally to set up conferences or discuss their student’s behavior. I also chose to include the class website address so parents can find assignment lists and due dates.

Rules and Consequences


In my classroom rules and principles, I’ve chosen 4 main themes to highlight, which include students’ preparedness, social interactions, work time, and behavior management. I then listed subcategories, or expansions, underneath each main item in order to further explain what the guideline is referring to specifically. I chose these guidelines after considering the main issues of classroom management that I encounter on a daily basis during my pre-student teaching experience. I’d also like to differentiate between the definition of a rule and a principle. I believe rules are meant to control while principles are meant to guide. I’ve also noticed that students respond better to positive statements that ask them to do something, than to negative statements that say, “No...” or “Don’t...” I wanted to incorporate both rules and principles into my classroom procedure so that students can learn from both. For example, a classroom principle of mine is Respect, and the rule of treating someone the way you’d want to be treated supports this principle but also gives students guidelines or boundaries, which they need. Also, principles do not have consequences and are intrinsically motivational. Most students, especially at the middle school age, are highly motivated by extrinsic reinforcements, therefore a principle-only classroom might theoretically be a lot more challenging, for both the middle schoolers and a first year teacher. This is why rules are used to support the principles and are also attached to consequences (the extrinsic motivator). I must acknowledge, though, that a rule-only classroom does not necessarily teach lessons of behavioral improvement or metacognition It takes less thought to follow a rule than it does to define a principle and act accordingly. Most teens are still developing their frontal lobes, though and do not rationalize the way adults do or reflect on their behavior, which is why the rules are included.

 I intend on establishing and communicating these classroom rules the first week of instruction, since this is a critical time in determining student achievement for the year (Wong & Wong, 2009). I want to let my students know and feel comfortable with the fact that I am in control of the class. As Wong and Wong state, control does not simply mean threats or intimidation. Control will be established through consistency, organization, and modeling. I do not want a classroom run by discipline, but managed by universal principles or Respect, Responsibility, Reliability, Perseverance, and Safety. I feel that my rules support these principles and instruct students on how to achieve within the boundaries of each principle. The consequences are results of students choosing to overstep these boundaries and exist to serve the purpose of keeping the class on task and maintain a work oriented environment. I would love to establish these rules as a class, so that the students feel as though they are a part of the process and will share a responsibility of protecting what they have created. I’d first ask the class to identify principles they want in their ideal classroom. I, of course, would guide the conversation to include the major ones I have listen previously. Once the principles are identified, students and I will begin defining rules that will protect and support the chosen principles. This way, students understand the goal behind each rule, so that it is not just a “Do or Don’t” system. This also leads to my goal of having a classroom of democracy that hinges on personal responsibility, clear expectations, effective communication, and mutual respect. I do not want to degrade students, I want to empower them. I do however, want to teach them how to be proactive, appropriate, and to self-regulate.

The consequences I chose to include are structured from minimal intervention to a more severe outcome. I believe in chances but I do not want them to be abused, which is why I picked 5 offenses. The first time a rule is broken, I will adjust the students proximity to me, either by standing near them during instruction to encourage them subconsciously to stop, or by changing their seat away from a distraction. I want to begin the consequences as privately as possible, so as not to degrade the student or spotlight them. The public realm is for more severe consequences and if an argument is done in front of the class, someone loses their dignity. The second time a rule is broken (depending upon the severity), I will give the student a private warning (either written or verbal). This is still keeping the discipline private, so as to not interrupt instruction or embarrass anyone. If this does not work, perhaps I will address the whole class instead of just one student by saying, “I understand you’re excited for lunch, but right now I need you all to focus, and later I will give you time to talk before the bell rings.” This might get the student’s attention, again without spotlighting. If a student breaks the rule again or I have to repeatedly address the student discreetly to stay on task, they move to the 3rd tier of the consequences: detention. This is a more active consequence and could include keeping the student after class, having them spend their lunch period in my class, picking up trash, or extra writing assignments. This way, the student is learning through doing. For the 4th offense, the consequence involves a phone call to the parents. Once the active consequence is ineffective in producing the desired results, I believe parent intervention is required. This way, classroom expectations are extended to the home, where the parents can monitor student behavior when I cannot. Also, parent-involvement seems to be something students dislike and try avoiding at all times, so it serves as a useful extrinsic motivator. The 5th and final offense involves administration. Parents will be aware of this involvement and will be present for any conference involving the principal or the counselor. What students hate more than a phone call to the parents, is a parent-teacher meeting with the principle. This is a consequence that allows action to be taken outside of the students’ control. It is more active than a warning but does not give students as much action-control as task completion within a detention. I will also make sure to let students know that depending on the severity of the behavior, I can skip steps.

Seating Arrangement
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<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%; letter-spacing: 0px;">In determining my classroom arrangement, I want to support what I consider to be priorities in regards to classroom management: proximity and mobility. I want a set up that allows me to be within six steps of each student forming “zones of proximity” that subconsciously surround a teacher. The three zones are red, yellow, and green, with read being closest to the teacher. As a teacher approaches a student who may be misbehaving, the student will pass from green into red, and usually stop their behavior. I also want a set up that has my students facing toward the focal point of the room so no one has to turn around or strain to see what is going on. I have set up my chairs in a U-shape pattern, with no more than two rows of desks. Each desk is facing the middle of the room toward the performance area for lecture, demonstrations, presentations, activities, etc. I understand that seating arrangements vary based upon the objective of the lesson being taught, so I wanted to align my objectives and the goals I have for the class with a supporting seating arrangement. If my goals for the class are community, safety, and focus, I need to make sure the students are able to group up if necessary (by turning one desk to face another), move through the classroom freely and give each student boundaries, and lastly have them set up to focus on the performance area of the class. The U-shape also supports my belief that teachers must be able to make eye-contact with every student in the class from the point of instruction. If a student knows I can see them (and am only 6 steps away), then perhaps I will be able to manage their behavior better. I also wanted an area that would allow me to move around. I stroll as I teach, so this U-shape performance area allows me to go up to many students and circulate the room. I also put my desk at the back of the classroom so there is more room in the performance space, and that I can see the class if they are taking a test. My classroom also has a “mini-library” station/ work station in the corner across from my desk. This is where the books will be stored and a table is provided for tutoring, creative work, or any lessons that involve learning stations. I also have bulletin boards on the south and west walls to publish student work. Having work praised publicly will motivate some students and act as a reward.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Classroom Activities and Procedures
<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">In an effort to be consistent and effective, my classroom will follow a list of procedures that will be reviewed and rehearsed on a regular basis. Procedures I consider a priority after considering my student teaching experience include: Entering the classroom, Absences, Leaving during class, Students self-monitoring progress, Class discussion etiquette, Participation points, Due dates, and Grading.


 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px; line-height: 21px;">Students will be expected to enter the classroom quietly and have all materials needed to participate. Once the bell rings, they must be in their seat or else they will be counted tardy. This allows class to start on time without the teacher competing with 28 teenagers for attention.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px; line-height: 21px;">Also, students will not be permitted to leave the class for any reason after the bell has rung. Bathroom breaks and trips to the drinking fountain steal valuable class time and the student must be updated on what they missed once they return. Emergencies will obviously be an exception, but students will have to take responsibility for using the bathroom during appropriate times, having their materials, and planning ahead.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px; line-height: 21px;">If a student is absent due to illness, it will be excused and they will have 2 days for every full day that they missed to turn in their work. Unexcused absences that were planned ahead of time will require students to turn in their missed work the day they return to class.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px; line-height: 21px;">In regards to late work, students will have 4 opportunities to turn in late work for full credit. Outside these 4 chances, all late work will be for half-credit if turned in within a week of the due date. If the student does not turn in the work within a week of the due date, they will receive a zero. This procedure gives students 4 grace periods, but then holds them to the expectation of being responsible with their task management. I will be sure to communicate to students that due dates will be reasonable, but are to be respected and non-negotiable. Too many times I’ve watched my CT push back dates to the point of students having absolutely no respect for when something must be turned in. They are not motivated to complete tasks on time when they will still get full credit and can argue a new due date so easily. I want it to be clear that arguing with me about dates is ineffective. In regards to zeros, I understand that for every zero a student gets, they need three 100% grades to cancel it out. For this reason, I will drop 1 zero for each student per grading period. This gives students the chance to still work for a high grade, even with a zero. If a student has 2 zeros, they might think, “Why put in the work if I’m still just going to get a C?” If they know one of those zeros will disappear, they might still think there is a chance for a higher grade and continue to try.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px; line-height: 21px;">Students will also be expected to monitor their own progress in the form of a notebook/portfolio. They will record all grades they receive and keep all completed assignments, quizzes, and tests in separated sections of the notebook. This will be required and will be what students present to their parents during student led conferences. This is important so that students can see their strengths in what areas they’ve grown in, and also some weaknesses that can be improved. Transparency is also very important when communicating to the parents how their child is progressing. This also takes the burden off of the teacher to have all students’ individual work separated and organized, plus it is teaching the students efficiency and organizational skills.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px; line-height: 21px;">During class discussion, participation will be encouraged. I hesitate to make it a requirement, since I know every student learns and participates differently. I may not give my opinion in class, but I am always listening and focusing. I do not want to spotlight any student who does not feel comfortable sharing. I do, however, want to remind students of a classroom principle of Respect, and the supporting rule that requires students to listen to whoever is talking and not be a distraction. I plan on using a point system for participation, giving each students 100 points at the beginning of each grading period. Points will be deducted when rules are violated. This participation grade will be 10% of their grade.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Its is my belief that if these procedure are consistently rehearsed, the class will be set up for success.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;"> Weekly classroom activities will involve sustained silent reading (SSR) since reading for pleasure is a class priority, as expressed to students and parents in the letter home. With the school library and our own class library available, students will have a broad choice of classics and young adult literature to pick from. A signed permission slip will be required for students to use the class library, but it will serve as a great resource in exposing kids to all types and genres of writing. I will devote portions of class time a few days a week for SSR.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;"> I will also incorporate writing activities on a daily basis through bell-ringer journaling, creative writing prompts, and analytical writing exercises. The way for a student to improve as a writer is to practice writing. These activities will lead to more skilled writers, who will be able to continue writing successfully in high school, college, or whatever they choose to do. In addition to writing, I will have my class participate in a publication activity. As a class, we will produce a class newspaper, so the students can participate in all steps of publication (drafting, editing, revising, polishing, etc.). I will also be sure to post student work around my room as a form of publishing, so that students can be praised by their peers. I am also considering having students write original, nonfiction education books for under-privileged students in other communities. I was recently involved in writing books for the “Books of Hope” organization that were sent to a school in Uganda. I learned to appreciate the books I had on a daily basis, and became an expert in my book’s topic due to explaining it and teaching it in writing. This also gives students the chance to do something greater than themselves and be involved in a stewardship project that can change someone’s life. It is an incomparable feeling that I hope my students get to experience.

In Conclusion...
<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">My commitment to these principles, rules, and procedures will be established in the very beginning of the school year through modeling them for my students. The teacher is not above the expectations that she holds her students to. If I expect my students to respect each other and me, I need to treat them with respect. If I expect them to come to class prepared, then I need to be ready to start when I enter the classroom as well. Many of these middle schoolers are still learning how to act in social settings, such as school, and might not be masters of time management yet, for example. By modeling my expectations, I am teaching them how to act, plus it does not take a lot of time to implement. These guidelines also support my goal of creating a safe learning environment, where students can feel free to express themselves (in writing and speaking), to develop who they are and find out who they want to be. I want my students to feel safe to experiment in the classroom, and that it is a safe place to make mistakes. My ideal classroom will be a place where students get individual attention, find relevance and value in the content, learn and practice integrity, set personal expectations, and encourage progression not perfection. The lessons they learn within the classroom principles will extend outside of middle school, and will be useful in any setting.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;"> Lastly, I plan on taking the “Be-Do-Have” philosophy into my teaching career. Some people reverse this idea, and assume that having a perfectly manage classroom will lead to them doing a good job, and cause them to be an effective teacher. I believe that I must first be the effective teacher, thus allowing me to do a good job and eventually I will have my ideal classroom. I was always told that in life, it is not about what you have, but about what you are being and what you are doing. I want to be an effective teacher for my students so that I can inspire and support and prepare them for whatever they choose to be in life.

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