“Courage is what it takes to stand up and speak. Courage is also what it takes to sit down and listen”. This quote by Sir Winston Churchill depicts the type of classroom environment I intend to establish for my students. Teaching is not a profession that is dependent solely on verbal instruction; a teacher’s ability to listen to the students of their students –even if they do not blatantly say it- is what separates a good educator from a great one. I aspire to create a positive learning environment where students feel valued and appreciated despite their differences. It is easy for teacher to get caught up and focus their teaching and achieving curricular outcomes, by prioritizing the provincial standards the individual needs of the students can become reduced to a distant second in terms of overall classroom priorities. The purpose of the following essay is to present and describe my classroom management philosophy. Throughout the following paper I will emphasize and articulate strategies about how I intend to adopt an inclusive approach to teaching.
When students and guests enter a classroom the first thing they will notice is the physical environment of the classroom- i.e. how the desks are set up, the posters on the wall etc. Though the structural size of a classroom is fixed, there are a number of tangible and versatile aspects of the construct of a classroom. When preparing the physical environment of a classroom it is essential that teachers take into account any physical limitations- such as crutches, wheelchair, blindness- to ensure that the safety of all students are considered. With respect to the arrangement of the desks I intend to strategically place them to encourage cooperative learning and teamwork; this will allow students to build a shared sense of unity. I feel that it is particularly important to create a positive social bond amongst classmates, particularly in the upper elementary grades, before the tyranny of cliques are established because this tends to negatively impact students behavior and performance in the classroom.
While the physical environment of a classroom plays an active role in promoting inclusion among students, rules and routines represent are equally important aspects of classroom management. Traditionally teachers have developed a standard set of class rules and routines before they even meet their students. In the first few weeks the teacher will, like a drill sergeant, engrain these values in the students’ minds. By the time June rolls around the students know which rules can not be broken, and react when a signal is given. Typically teachers will interpret this obedience as having successfully implemented and fulfilled the ‘rules and routine’ aspect of their classroom management philosophy. Contrary to the standard approach to rules and routine I will involve my students in establishing the rules and creating routines. Engaging students in this process will not only give them a sense ownership of the classroom, but it will also become clear which guidelines the students value most. Gaining insight into the rational of a child’s mind can, in the long run, strengthen a teachers’ relationship with the students. It is important to remember that the teacher is not the only educator in the room; even at the elementary level, teachers are there to facilitate learning. Essentially, rules and routines should be used as a tool to engage students, provide students with the opportunity to create a learning environment that suits their wants, needs and desires, and finally they should promote a feeling of inclusion. As a final point on this topic, I would like to note that considering students with physical and intellectual disabilities in creating rules and routines is pivotal!
As was stated previously, I aspire to create a classroom where you are greeted with a friendly feeling of tranquility; one where the sense of community is refreshing. Creating a classroom environment where a genuine sense of acceptance among the students is shared will undoubtedly be a lengthily process, but nonetheless this is my vision. The shift from respecting your classmates to trusting them will be a challenge, but if this bridge can be crossed there is no doubt that the quality of the learning environment will dramatically improve. When students make a mistake when answering a math question, stumble over words when they read or spell a word incorrectly on the whiteboard, this is when true learning takes place. No one learns from memorizing and getting the right answer, people learn from experience and mistakes- in my class there will be no shame in making a mistake!!
At this point I would like to highlight the importance of being emotionally aware of both my students and myself. Identifying with the students, and knowing where they are mentally/emotionally everyday is important. At the elementary level, students may not fully grasp the concept that if there is anything they want or need to talk about, even if is isn’t academically related, that the teacher is available to listen meaning that I need to be aware of subtle changes in body language and mood. Additionally, I intend to model openness with my students by taking the time occasionally to tell a short story. If students feel like I can be honest and open with them, than hopefully this will help develop a mutual trust. Although emotional awareness and openness develop over time, as students feel more comfortable, the process must start immediately in September.
The final aspect of my classroom management philosophy reflects my role as an educator is that despite the daily challenges I will encounter I vow to maintain a positive attitude in the classroom. Of all the aspects of classroom management thus far, this one is the most powerful. Students know when their teacher is distracted by a personal issue (which, if this is the case, it may be best to share vague details with the students depending on the situation/circumstances) or something else. From the minute I walk into the school I intend to leave all my personal business at the door. Admittedly this will be a difficult task to abide by day in and day out but it is non-negotiable. A teacher’s attitude is not limited to their behaviour in the classroom, but also in the staffroom and while on supervision- it must be professional at all time. Referring back to earlier statements where I stressed inclusion, this goes for me, as a teacher, as well. My personal feelings towards a student will not be detrimental to their learning or impact their sense of belonging in the classroom at any point.
In conclusion, my classroom philosophy is grounded in inclusion. All students learning needs –whether they are physical or emotional- must be considered. The classroom in particular should be a safe place where trust among students is built, learning is engaging, mistakes are acceptable and the teacher is unbiased, empathetic and sincere. There are so many factors involved in creating a positive learning environment, but hopefully after reading this philosophy you have a better understanding of my teaching values.