My
educational philosophy is most closely aligned to “Existentialism”. Existentialism
focuses on each individual student. As a teacher, my role is to guide them down
the right path to valuable new learning experiences. Self-discovery is critical
in existentialism. Students are
challenged to explore questions and discover new concepts. Teachers provide
students with support to help them probe deeper into a topic to enhance their
understanding, as opposed to simply giving students the answer. Students must
understand new concepts by applying their own, personal meaning, using their
own background and previous real-life experiences. Students’ opinions and ideas
are not only respected, but encouraged. Students learn to respect different
trains of thought and are exposed to many different perspectives when involved
in class discussion, such as a debate about the pros and cons of human cloning.
For instance, in biology, this can be applied most easily through hands-on
activities, such as inquiry-based labs, where students are challenged to
formulate their own questions, design their own experiments and explore
different explanations.
The
existentialism educational philosophical view influences my approach to
classroom management in several ways, which will be discussed in detail below. In
order to achieve this classroom environment, I will implement a classroom
management strategy that uses a combination of discipline plans. For instance,
I will use a corrective approaches outlines in Canter’s “Assertive Discipline”
plan, but I will balance this with Kagan’s “Win-win strategies”, where students
and teacher work together to create a positive learning environment (Kagan,
2004). In “win-win discipline”,
“responsible behavior grows when teacher and student work together to cocreate
effective discipline solutions” (Kagan, p. 151, 2004). However, I am also
influenced by Charles’ focus on preventative strategies in “Synergetic
Discipline” and Albert’s “Cooperative Discipline” plans. Overall, my goal is to
create a positive and supportive classroom environment where students feel
respected, valued, and comfortable sharing ideas and asking questions and
taking risks to be willing to try new things and make mistakes.
Preventive Approaches:
Similar to
C.M. Charles “Synergetic Discipline” plan, my classroom management plan
concentrates heavily on prevention (Charles, 2010). Preventive measures
pro-actively remove common motivators of misbehavior. When planning is done
carefully and correctly, disciplinary issues are minimalized because students
have no reason to cause class disruptions. Concentrating on prevention by
creating a positive learning environment and developing an exciting and
engaging curriculum is closely aligned with the existentialism philosophy
because students are motivated to learn through self-discovery.
1. My classroom environment can be
structured in a way that provides a warm, nurturing learning environment. I
will arrange students in groups to foster collaborative group work. By building
a positive, comfortable environment and allowing students to build a community
within my classrooms, students will feel more willing to participate in solving
problems and engage in the material (Kohn, 2008).
2. To give students a sense of ownership
and build a class community, class rules will be decided on, as a class, on the
first day of school. In Kagan’s “Win-Win discipline”, “class rules are
agreements worked out cooperatively by teachers and students,” (Kagan, p. 154, 2004).
Giving students a voice and encouraging them to share their ideas is one of the
principles of the existentialism educational philosophy. Consequences for each
rule will also be planned and voted on, as a class. My expectations for the students
and the students’ expectations for me as a teacher will also be discussed as a
class and posted.
3. In addition to classroom environment
and class rules, one of my responsibilities as a teacher is to make the
curriculum fun and engaging for my students. This is one of the main ideas
presented in William Glasser’s, “Noncoercive Discipline” model (Glasser, 1985).
The content will be presented in a way that is relevant to students and is
connected to their interests and backgrounds. Many activities, labs, and
projects will be planned where students can work together in groups to
“self-discover” biological concepts in exciting ways.
4. Remove causes of misbehavior. Students
may be tempted by distractions, such as cell phones, notes, and toys. For
instance, I had to remove a pile of toothpicks, leftover from a previous lab,
when a student began building shapes and pictures out of them instead of
working on his test.
Supportive Approaches:
Teachers use
supportive management approaches when they reward positive behavior. By
ignoring minor infractions and focusing on exemplary students who model correct
attitudes and behaviors, the whole class benefits. Many discipline plans
emphasize focusing on rewarding positive behaviors and not focusing on minor
infractions by swiftly correcting misbehaviors and moving on. Focusing on
positive behaviors will allow students to have increased self-esteem. As a
result, they will be more comfortable in the classroom and more willing to take
risks to challenge themselves. This is an essential part of existentialism:
fostering a supportive classroom environment so that students are willing to
explore and try new things.
1. We will also spend time during the
first week getting to know each other. I will continue to learn about my
students and engage my students in group projects throughout the year. Fostering
a class community means that teachers work with students to bring about
classroom synergy (Charles, 2010).
2. Nelson’s and Lott’s “Positive
Discipline” plan emphasizes building teacher-student relationships at the
beginning of the year (Nelson & Lott, 2008). I want to become familiar with
each of my students as individuals and also help build relationships between
students. Getting to know each of my students will help me identify their
learning styles and difficulties, allowing me to differentiate according to the
needs of my students. I expect to effectively teach a diverse class, composed
of many cultures, English-language learners, and students with learning
disabilities.
3. Give students choices and include
them in decision-making processes when possible. Although I touched on this
above (“Prevention”), students can be offered a wider range of choices than
just rule-making. Including students in decision-making is part of many
different discipline strategies, but is clearly discussed in Kohn’s “Beyond
Discipline (Kohn, 2008). For instance, students can have a voice in their
choice of assignments, assignment due dates, and seating preferences. When
possible, I want my students to choose from a small list of topics to learn
about or activities to do.
4. Focus on model behavior and ignore
(minor) misbehaviors. By pointing out exemplary behaviors to the class,
students learn which behaviors to mimic. For instance, I might bring to the
class’s attention that a particular student put forth extra effort on an essay
by praising that student publicly or showing the essay on the projector so
everyone can learn from it.
Corrective Approaches:
When
students are not meeting expectations or are behaving in a way that disrupts
the learning of the class, immediate and appropriate corrective action must be
taken. My approach will be firm and consistent, yet fair, non-confrontational,
and void of emotions, such as anger. There will be clear-cut consequences
spelled out and posted on the wall (see “Preventive”). I really like some of
the principles described in Canter’s “Assertive Discipline”, such as the
“Disciplinary Hierarchy”, which explains a graded set of consequences for
misbehaviors. Students have choices, and
they make choices in their behaviors (Canters, L. & M., 2008). There are
expectations and rules for students (just as there are expectations for the
teacher), and there are consequences for student behavior (good and bad). The
consequences of failing to follow a rule will be voted on together by teacher
and students at the beginning of the year. The teacher’s responsibility is to
enforce these consequences consistently, appropriately, and fairly throughout
the year.
1. After discussing and posting the
rules and consequences on the first day of class, use a graded consequences, or
a “disciplinary hierarchy” to consistently, but fairly, correct misbehaviors. Using
a set of disciplinary hierarchy is derived from Canters’ L. & M. “Assertive
Discipline” plan where a disciplinary hierarchy is set, explicitly taught,
posted, and followed consistently with all students (Canters, L. & M.,
2008). At my site, our “hierarchy” is:
a. 1st offense—warning
b. 2nd
offense—time-out/discussion with teacher/call home
c. Referral
2. Use appropriate praise when possible,
particularly to students who have recently misbehaved. Find opportunities to
praise students who have misbehaved to recognize positive behavior (Canters, L.
& M., 2008). Praise publically so successful students can be models for
other students.
3. Use the negative consequences
sparingly. Discipline must not interfere with motivation to learn. Misbehaviors
are seen as teachable moments, where as a teacher, I can use the misbehavior to
help the student identify her problem. Consequences are logical and immediate. (Curwin,
R., and Mendler, A., 1989). In my classroom, we use a type of “conventional
consequence” when we send a student away until he is ready to participate”.
4. When using corrective measures,
respect student’s dignity by maintaining student privacy. Teacher can use proximity
control, “give the eye”, talk with the student privately, or after class, or
even “send a secret signal”. (Albert, 1989).
5. Help students see what they did
wrong. Give students ownership of the problem they created. Help them find ways
to solve these problems. (Coloroso, 2008).
Conclusion:
Through a
balance of nurturing support and high expectations, my goal is to engage
students in the exciting field of biology, while teaching them important life
skills that will help them develop into self-regulating, autonomous adults. My
goal is to teach them to self-correct themselves and build a community where
learning is a priority, and the motivation for misbehavior is low. Not only
does having an effective classroom management plan foster better learning, but
it also builds class cohesion, community, and respect as well as a personal
sense of commitment and responsibility. These are tools that will help students
become successful adults, no matter what career they choose.
References:
·
Albert,
L. (1989). Belonging and Cooperation. In Cooperative
Discipline. (pp. 93-99). PA: American Guidance Service.
·
Canters,
L & M. (2008). Discipline through assertive tactics. In Building Classroom Discipline. (9th
ed., pp. 65-69). New Jersey: Pearson.
·
Charles,
C.M. (2010). Discipline through synergy and reducing causes of misbehavior. In Building Classroom Discipline. (10th
ed., pp. 245-262). New Jersey: Pearson.
·
Coloroso,
B. (2008) Inner Self-Control. In Building
Classroom Discipline. (9th ed., pp. 99-104). New Jersey:
Pearson.
·
Curwin, R., & Mendler, A. (1999).
Discipline through dignity and hope for challenging youth. In Discipline
with Dignity (2 ed., pp. 168-183). Alexandria, VA: Assn
for Supervision & Curriculum.
·
Gordon,
T. (2004) Discipline through inner self-control. In Building Classroom Discipline. (8th ed., pp. 79-84).
Boston: Allyn and Bacon.
·
Jones,
F. (1987). Positive Classroom Discipline.
Santa Cruz, CA: Fredric
H Jones & Assocs.
·
Kagan,
S., Kyle, P., and Scott S. (2004). Discipline through same-side win-win
strategies. In Building Classroom
Discipline. (8th ed., pp. 151-165). New Jersey: Pearson.
·
Kohn,
A. (2008). Beyond Discipline. In Building
Classroom Discipline. (9th ed., pp. 84-89). New Jersey: Pearson.
·
Nelsen,
J. and Lott, L. (2008). Encouragement and support. Discipline through
belonging, cooperation, and self-control. In Building Classroom Discipline. (9th ed., pp. 104-109).
New Jersey: Pearson.
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