In my classroom, there are high expectations of student behaviors. Behaviors are managed in a way that will create a safe, positive community for all students to provide support and quality education for every type of learner. Through a highly engaged classroom, I will minimize the chance for inappropriate behaviors by setting a consistent, structured environment.

It is very important to set expectations at the very beginning of the year. These expectations and rules will also be clear, so there is no confusion on what behavior is appropriate in the classroom. The rules in my classroom will be utilized in a positive way. I will use it to reinforce expected behaviors by giving positive feedback to those students following the rules. This will encourage all students to meet expectations.

Consistency will also be a large part of my behavior management plan. Students need to see that I have the same expectations for each one of them. The behaviors that receive consequences will also be consistent across my classroom.

My high expectations will be held while fostering student independence. Students will be involved in creating classroom expectations at the beginning of the year and be responsible for upholding these expectations. We can’t expect students to demonstrate behaviors we haven’t taught them. With this in mind, I will take a positive, proactive, educative approach to behavior through explicit teaching as well as modeling. Modeling the skills for students and being sure they understand expectations will be the key of my behavior management plan.

Correction of behavior will be utilized as a teachable moment. This will be done by redirecting the undesired behavior to achieve clear expectations of behavior that will be set in my classroom. If students are struggling with a certain rule or expectation, I will explicitly review that specific point with the class as a whole. To support the growth of relationships with my students, I will be constructive, especially with my corrections. Ultimately, I want students to be able to reflect on and learn from their actions.

As in all other classroom practices, I take an approach to behavior management as a reflective practitioner. I will do this by monitoring if strategies are effective by analyzing how I am implementing them and the behaviors in my class. I will use this information to determine which management techniques are effective. I will adapt these strategies to fit the needs of the students in my classroom.

The needs of each individual student and the class as a whole will be taken into consideration. I will use all of these needs to plan my classroom and gain resources to best support each student in my classroom. The path for every individual will look a little different, and we must provide what supports they need to grow and learn under our care. We must also teach them to have a growth mindset, so they believe they can be successful in their learning.

I want to connect with home through my behavior management plan. I want to establish this relationship by initiating positive communication with all parents of my children within the first month of school. Behavior charts for each child will be sent home on a weekly basis. This will allow parents to feel connected to their student’s behavior.

Bullying is a huge problem in the classroom. It can have detrimental effects on students and negatively impact the learning environment. Students need to know they are in a safe, supportive learning environment. I strive to provide this for students and keep them safe. To do this, one focus of my classroom is on bullying prevention.

To help prevent bullying, my first step will be to create a positive classroom community. At the beginning of the year, I will take time for students to get to know each other and me as well. I had a professor once say that it is harder to bully someone you know, and I fully believe that. This is a statement that I am going to carry with me and utilize in bullying prevention in my classroom.

I am also going to be sure to let students know what bullying is, and that it will not be acceptable behavior in my classroom. Time will be taken to explicitly explain to my students what bullying is and consequences that will be put into place for bullying. We will discuss that it is not acceptable to bully other students, to be bullied, or to just watch other kids be bullied.

I also am sure to implement district policies in my classroom to strive toward a school community. I will take district policy into consideration while teaching my students about bullying and include incorporate those policies to support the school structure, and so my students will be held to the same expectations throughout the whole building and be provided with consistency.

Kindness will be promoted in my room, and I will model this for students. To do this, I will be kind to all students as well as staff and anyone else who enters my room by treating them with respect. I will also give out compliments to individuals and encourage my students to do the same.

Bullying prevention activities will be provided for my students. This will go along with my explicit teaching of bullying and help students realize the negative impact bullying can have. I will do this through using books and videos. I will also do activities for students to have the chance to be kind to each other and build relationships.

In a perfect world there would be no bullying. However, I know this is something that will arise in my classroom. I am going to put as much effort as I can into bullying prevention through explicitly teaching, providing activities, and modeling. I will be aware of bullying in my classroom and let students know that they can come to me if there are any problems. I want to provide students with a learning environment where they feel safe.

Mindset factors directly into everything we do. The mindset at which we approach learning with can determine achievement levels. In the classroom, we must believe that every student can meet our expectations and grow as learners.

How can the school teach the student in the best way? What can we do with the resources we have? These are two very important questions posed by the Mindset Change video we viewed for our classroom management class. It is key to examine both questions when considering each student. Both of these ideas play into a growth mindset.

In the Mindset video, a growth mindset is described as the belief that abilities can be developed through dedication and hard work. As teachers we must believe this as well and let our students know that we believe this. If we have the belief that they can be successful, then it is more likely that they will as well.

I want to take growth mindset into my classroom practices. Modeling is one way I want to do this. The Mindset Change video discusses using growth mindset to improve our own practices. Not only do I want my students to utilize growth mindset, I want to practice this in our classroom. There is always room to improve and grow. I want to strive to show this to my students by continually learning and improving my teaching methods.

Effort and attitude directly impact student achievement and outcomes. This is why the mindset we model to and instill in students is so essential. A fixed mindset can lead to frustration with learning. However, a growth mindset can lead to learning from mistakes and taking on challenges with confidence.

IMPROVEMENT.

Improvement is an area that the Mindset video brought up. A goal in education is improvement. As educators, we strive for each student to grow and improve. When students don’t succeed, we need to let them know that it is okay. They can do better next time.

Hard work is something we need to value and let students know that it is of importance. If students can work hard and be determined and have the right support, they can solve any problem in the classroom. It is also important to praise student work, not individual talents. My classroom will value hard work and dedication to school work.

Growth mindset is all about believing each student is capable of meeting our expectations and helping them get there. The path for every individual will look a little different, and we must provide what supports they need to grow and learn under our care. We must also teach them to have a growth mindset, so they believe they can be successful in their learning.

Relationships with students are one of the most important things in the classroom. They lay the foundation for classroom management to establish a positive environment. These relationships also have a large impact on students and their achievement. As an educator, daily interactions are a way to establish these positive relationships.

A goal I have for creating these positive relationships with my students is to make them feel cared for and valued as individuals. I will accomplish this by having genuine interactions and conversations with each of my students every day. I want to establish a feeling of mutual respect with my students. It is important for them to feel respected within my classroom if I set the expectation for them to be respectful. To gain this respectful environment, I will model this for students as well as explicitly teaching students what it means to be respectful.

An important thing is to let students know you believe they can be successful. If you believe in them and have established that positive relationship with them, they will start to believe in themselves as well. I want to utilize these relationships to promote self efficacy in my students. Along with this, I want to set students up for success. I will be better able to do that with the foundation of a relationship. These relationships can cause students to appreciate you and like you as their teacher. This can go a long way in the classroom, especially by contributing to student achievement.

Positive relationships play directly into classroom management. To support the growth of relationships with my students, I will be constructive, especially with my corrections. Ultimately, I want students to be able to reflect on and learn from their actions. Each undesired behavior presents an opportunity for a teachable moment. This will give me the chance to help the student reflect on what they did and help them to make a better choice in the future. If I can get students to understand why I am correcting their behavior, then they are more likely to meet expectations in the future. Student behavior has also shown to be dependent on relationships and expectations. My classroom management plan includes spending time on creating these relationships and setting expectations to spend less time on managing disruptions and distractions.

Marzano has stated that students will resist rules and procedures along with the consequent disciplinary actions if the foundation of a good relationship is lacking. Without the relationship, students can become non-compliant, and they may feel as if they are not cared about. This can lead to deeper issues in the classroom.

It is crucial to be aware of the relationships that are created with students. As an educator, I will take a concerted effort to build relationships with each of my students.

Good relationships in the classroom are a necessity.

Not only did we have the opportunity to look into literature of our own choosing during this course, we get to see the highlights from texts that were chosen by our peers.

Erinn presented on The Classroom Management Secret and 45 Other Keys to a Well Behaved Class by Michael Lisin. This book caught my attention, because the source was only from personal experience. This is valuable, because there is so much to learn simply from experience.

“Creating a classroom your students love being a part of combined with an unwavering commitment of accountability.”

This quote is one Erinn highlighted in her presentation. It is very valuable and powerful. I believe this is an idea many forget, or simply does not come to mind, when people think of classroom management. We need to create an environment where students are loving learning and can gain a passion for acquiring knowledge.

The main idea of the book was to create a good classroom environment with strategies that could be used individually, but essentially built onto one another. The author used the experiences he gained in the classroom of a great teacher to frame the ideas in this book. Knowing strategies to implement for classroom management is so important and being able to gain effective strategies from experience is very beneficial.

One of the most memorable aspects to Erinn from this book was the first day of school, where the author had a list of strategies to use. These strategies included: smile, create a peaceful place, create a routine, tell a story, have a plan, have a meaningful lesson, and have fun. “Start out strong” is something Erinn said during her presentation that I think should resonate with every educator. Starting out strong can start the classroom off on a good note and set up the whole year for success.

During the presentation, Erinn posed two discussion questions. 1. What would be your first key to classroom management? Mine would be setting up the physical environment of the classroom. This is a part of classroom management that starts before students even enter the room. It is a strategy that is thoughtfully planned before you even know the students. It is obviously a strategy that will adapt with the students in the classroom, however, to me, it is the starting step in managing a classroom. 2. What do you think will be the most important aspect of classroom management in your classroom? In my classroom, I believe structure and setting routines and expectations will be the most important. It is important that students know what is expected of them and are taught was is acceptable in the classroom.

So, as you go into your classroom and are thinking about the management strategies you will use, consider Erinn’s two questions. What would be your first key to classroom management? What do you think will be the most important aspect of classroom management in your room?

What should every teacher know about effective teaching strategies? This is a great question with what would be a never ending answer. As teachers, there is so much information available to us on effective teaching strategies, and every day more information and resources get added to that list.

I recently read What Every Teacher Should Know About Effective Teaching Strategies by Donna Walker Tileston. This book proved to be very insightful on effective teaching strategies. The author used many reputable sources to provide evidence for the ideas in this book. Research came from Marzano, Bandura, Vygotsky, and even Tomlinson, who was the author of a text in one of my education courses. She also cited many of her other works, which I’m sure she used thorough research for, as she did with this book.

The main idea of this book was to emphasize making good decisions and choosing effective teaching strategies. Two focuses were teaching for meaning and using procedural knowledge to make informed decisions on strategies in the classroom that are successful. Strategies for thinking and verbal strategies in the classroom were highlighted, as well as general guidelines for a lesson and using these strategies.

“Expert teachers generally are comfortable with a wide range of instructional strategies, and they vary them skillfully with the nature of the learning task and learners’ needs.” -Berliner

This quote from the beginning of the book is one that really stuck with me. I believe as teachers, we all strive to gain this skill to reach all learners that step through the door of our classroom.

The book brings up several key points which should be considered in every classroom. There are many important aspects to be taken into thought when planning and using effective teaching strategies. The following are key points that I found to be most important.

• Teachers should make informed decisions on the strategies to be used in the classroom. This can be done by reflecting on lessons and realizing which strategies are most effective in the classroom.
• Students should have pre-exposure to learning. Prior knowledge should be activated and connections should be made. This helps students become engaged.
• We need to gain students’ attention and make sure they see the relevance in the learning.
• Attitudes, emotions, and beliefs of students need to be considered in the classroom. They have a direct impact on learning.
• As teachers, we need to know strategies, have knowledge of students, and know how to deliver instruction. These three things go directly into the strategies we choose in the classroom.
• It is important to promote self efficacy for students and set them up for success. Students need to believe they can be successful.
• Feedback has a large effect on learning and needs to be consistent and specific. It should be used effectively in the classroom
• Brains like patterns; this should be remembered through routines and procedures. Consistency should be provided for students.
• Rules should be set for acceptable behaviors during all activities that will occur throughout the day. This helps students know expectations and can help minimize disruptions and off task behavior while maximizing instructional time.
• Students should reflect on learning, create personal meaning from learning, and applying learning in their every day life. These three things can help students learn content more deeply.

All in all, it is not only essential to be aware of effective teaching strategies, but recognizing which strategies work with the students in your room. My biggest take away from this book is that it is key to become a reflective practitioner while utilize effective teaching strategies in my classroom.

Students’ experiences outside of the classroom impact their time in the classroom. As teachers, we must be aware of what children are dealing with outside of the classroom that they are bringing through our doors with them. Trauma is one factor that can impact a student in many ways.

Trauma is described as not having the skills to cope with an overwhelming event. It is something that looks different for each individual. Students who have experienced traumatic events are more prone to being in a survival mindset at school. This can impact how they interact with teachers and peers. It can influence how they perform academically and socially as well. Traumatic experiences early on for students can disintegrate their ideas of trust. This can make students feel like they have no one to turn to in times of need.

Traumatic experiences also play into classroom management. They can disrupt things like structure and self control. These are both needed in effective classroom management. For students lacking this, they will need extra support in the classroom. We need to be aware and not accusatory towards students. We need to be asking the questions, “What have you been through?” and “How can I help you?”

Extra support in the classroom.

Teachers must be aware of what every student is bringing into the classroom. Each student needs a different level of support. This is where trauma informed practice comes into play. These students need varying levels of support and stability. A classroom teacher may be the only one to provide this.

I feel as if these following components should be a focus in the classroom to support all students, especially those who have experienced traumatic events.

Creating a safe environment. This can be done in many ways. Students should feel comfortable in their school environment. To help set up this supportive environment, expectations should be clear, routines and procedures should be consistent, and structure should be created overall. These are important to create a sense of stability in the classroom.

Building relationships and connectedness. This may be difficult with those students who have a diminished sense of control. However, teachers must work to create a positive, personal relationship with each child. There must be opportunities given to students to create meaningful connections. These relationships should be modeled, and students should be encouraged and given the chance to create these meaningful relationships with trusted adults, as well as their peers.

Supporting and teaching emotional regulation. Some students may not have these skills, and they must be taught. Self regulation is very important skill and concept for students to gain. Teachers, especially at the early childhood level, should be implementing the use and modeling of these skills.

These three components should be implemented to help create a physical and psychological safety in the classroom for all students while providing rich academic experiences. Resilience should be taught to students.

It is vital to connect with students, especially while using trauma informed practice. Teachers should make students’ days meaningful when they’re at school. Students should be encouraged to be resilient, connect with others, and be provided with consistency and stability.

What do great teachers do related to classroom management? This is a broad question that many of us ask or are asked during our journey to becoming an educator.

At William Woods University, we were recently given the opportunity to listen to Paul Katnik, Assistant Commissioner of the Missouri Department of Elementary and Secondary Education (DESE), speak on the topic of being a high quality teacher. This topic leads right into classroom management.

The first thing that was said during this presentation that caught my attention is that as educators, we should be life long learners. I believe this is the most important piece of any aspect in the classroom. It is essential to continue learning and be able to use that. Katnik mentioned we must change and evolve with the world. As more and more research is being done, there is more information available for us to use in managing our classrooms.

Continued support and development is another aspect of being a great teacher. There are so many resources available to us; we must know how to use them. These resources can lead to improved classroom management. Great teachers are looking for support from others around them, as well as continuing professional development. With this Paul Katnik made two points. One, as teachers, we must always be thinking about ways to do things better, and two, we must continue learning to “up our game.” Great teachers must be reflective practitioners that continue to increase their skill set and grow in the profession.

There were four aspects that were mentioned from the Beginning Teacher Assistance Program (BTAP) from DESE that I believe correlate highly with classroom management. These include: classroom environment, student engagement and motivation, professional communication, and education related laws. These all factor in to classroom management and are things great teachers are aware of being of significance.

Teaching is also about knowing the content AND how to teach the content. Katnik referred to the need of having a combination of skills for being a great teacher. Having a combination of these skills also contribute to effective classroom management.

This is a quote from this Paul Katnik that really stuck with me: “Teacher quality has been consistently identified as the MOST important school-based factor in student achievement.” Teachers truly have a significant impact, and we must ensure we are quality teachers so that impact is a positive one.

If I am able to obtain information aurally, then I can quickly grasp it. However, this is not the case for every learner. Each student will have a unique learning profile. These different learning styles must be taken into consideration while planning instruction, and differentiation must be utilized.

Different learning styles come from many different sources. Many styles of learning come from Dr. Howard Gardner’s Theory of Multiple Intelligences. This breaks learners down into the categories of spatial, naturalist, musical, logical-mathematical, existential, interpersonal, bodily-kinesthetic, linguistic, and intrapersonal. The VARK learning styles include visual, aural, reading/writing, and kinesthetic learners. With all of these different styles that have been discovered, we must be conscious of how we choose to deliver content and set up our classrooms.

There are many types of learners which we must be aware of and know how to reach. From the styles listed above, it is obvious how greatly how students can vary in their learning styles. These differences in learning styles should be factored in before designing a lesson plan. The needs of students are essential to plan around and consider in all aspects of the classroom.

Education can be differentiated through process, content, product, and learning environment. These four factors can be considered when planning for differentiation that is needed by students. Differentiating content can by done by examining Bloom’s Taxonomy. This can be done by providing activities at different levels for students who have different mastery levels of the content that is going to be covered. Process is differentiated by how we deliver information to students. This can by done visually, kinesthetically, orally, in a multitude of other ways, or a combination of various methods. The way students demonstrate what they have learned is a way to change up the product. Students can be given a choice on the way they demonstrate their learning and understanding whether that be through a paper, book report, or some other project. To be differentiated, the learning environment should be considered in a physical and psychological way. It should have a flexible layout with many seating options as well as being safe and supportive for all individuals. These four factors should all be differentiated and planned based upon the types of learners in the classroom.

When learning is differentiated, there are many benefits to be gained. Students can become more engaged and interested in their learning. This aids in the classroom management department, because if students are engaged then misbehavior is less likely to occur. Differentiated instruction has also proven to be more effective for all students. When teaching in a way that reaches many different types of learners, it is much more effective for instructing the class as a whole. It benefits each individual type of learner. With differentiation, students can become more autonomous in their learning. When given choices in there learning, students can develop more independence in the classroom.

Differentiation translates into more work for the teacher, creating a classroom where different types of learners can grow and be successful is a great reward. All of benefits that come from differentiation show us the significant positive impact that it can have on students in our classrooms. It is key that the different types of learners are known and considered in classroom and lesson design.

Our classroom mission is to be dedicated to creating a safe, positive community that provides a quality education and support for every type of learner. Students will be actively involved in their learning through many hands-on learning activities. They will collaborate and create connections with teachers and peers through trust and respect, all in a constructive classroom environment.

Our classroom vision is to be a student centered classroom that fosters growth and independence, shaping the next generation of leaders. Part of this will include remaining a life long learner and advance with research that is continually being conducted on best practices.

This mission and vision align with the values that I have for education that will be part of my classroom, which are outlined in my previous and future blogs.