Personal Statement
In order to prevent disruptive behavior in the classroom, I had adapted and integrated Faye’s Love and Logic into my classroom. As found in Faye’s "Love & Logic" the theory supports developing and promoting a healthy teacher, student and teacher/parent relationships. This encourages students and teachers to build strong relationships. Thus, the book supports how teachers and parents can create a relationship and become fluent due to the communication between both parties (“What is the Love & Logic for Teachers”). To support this initiative, I sent home a letter to students in my classroom that needed extra motivation and/or have been excelling in the classroom. I wanted to communicate with the parents on their students’ academic and behavior performance. As found in the samples section, I have an example of a letter that I sent to the students’ home. Also, with the guidance of the book, I was able to create the classroom environment by helping students own and solve their own problems (“What is the Love & Logic for Teachers”). It’s important for the student to problem solve their own behavior problems in order for them to realize how they should behave in the classroom. Also, the students were given the classroom expectations as found in their social contract. Therefore, this allowed the teacher to reinforce the social contract and manage disruptive students (“What is the Love & Logic for Teachers”). The students were allowed to critically think and learn that their decisions had consequences. They quickly learned that there were consequences when they caused another distraction in the classroom. In summary, Love and Logic promoted ideas of how the student can gain self-control, which helped to prevent disruptive behavior in the classroom. This allowed the teacher to focus on teaching, which promoted many learning opportunities for the students. I had found that a fun and engaged learning environment for students promoted students’ to take ownership of their education and behavior.
Throughout this semester, I referenced to Love and Logic many times to gain a strong rapport with my students. I was able to be acquainted with the students’ as an individual and learned of their interests. Within the first two weeks, I knew each of my student’s names. In the mornings, I made sure to greet each student with a smile, greet with a friendly "hello" while they entered into the classroom. The students began to feel comfortable and began to seek for my assistance in the classroom and as time progressed, I gained their respect as a teacher. In the book, Love and Logic the subjects allowed me to eliminate social behaviors in my classroom, which helped me focus on my instruction and I was able to create fun, engaging lessons that matched the student’s culture.
In order to respond to a situation or to intervene, I have integrated the proximity control and the Responsible Thinking Practice (RTP) theories to prevent distractions. These practices supported students to think of how they are behaving in the classroom. As I strolled around my classroom, I was able to develop a route throughout the classroom. This allowed me to visually check to see if the students were on task and it also allowed me to keep an extra eye on them. When students misbehaved in the classroom, I utilized the responsible thinking process (RTP) with the individual student(s). This process teaches students to handle their own problems and to think before they act. The process included the teacher asking the students questions to allow them to reflect on their behavior in the classroom and become responsible thinkers. When a student is off task in class, the teacher is encouraged to ask the following questions: “What are you doing?”, “What are the rules?”, “What happens when you break the rules?”, “Is this what you want to happen?”, “What do you want to do now?”, and “What will happen if you disrupt again?” I used these questions often with the individual students who misbehaved during my instruction.
When a student continued to misbehave, the principle teacher sent the student to the Responsible Thinking Classroom (RTC) for that particular hour in order to get out of the situation and this gave the student time to reflect their actions. The goal for RTC is to prepare the students for life and to become responsible thinkers. Often this promoted the students to have an opportunity to reflect on how they behaved and what they can do to avoid this type of behavior again. Then the student must present their behavior plan to principle teacher for a negotiation before or after school in order for the student to return to his/her classroom. This gives an opportunity for the teacher and student to discuss the student’s behavior in the classroom and sign off the action plan. Once, the student has delivered the signed behavior plan to the RTC instructor, the student may return back to class the next day.
Throughout this semester, I referenced to Love and Logic many times to gain a strong rapport with my students. I was able to be acquainted with the students’ as an individual and learned of their interests. Within the first two weeks, I knew each of my student’s names. In the mornings, I made sure to greet each student with a smile, greet with a friendly "hello" while they entered into the classroom. The students began to feel comfortable and began to seek for my assistance in the classroom and as time progressed, I gained their respect as a teacher. In the book, Love and Logic the subjects allowed me to eliminate social behaviors in my classroom, which helped me focus on my instruction and I was able to create fun, engaging lessons that matched the student’s culture.
In order to respond to a situation or to intervene, I have integrated the proximity control and the Responsible Thinking Practice (RTP) theories to prevent distractions. These practices supported students to think of how they are behaving in the classroom. As I strolled around my classroom, I was able to develop a route throughout the classroom. This allowed me to visually check to see if the students were on task and it also allowed me to keep an extra eye on them. When students misbehaved in the classroom, I utilized the responsible thinking process (RTP) with the individual student(s). This process teaches students to handle their own problems and to think before they act. The process included the teacher asking the students questions to allow them to reflect on their behavior in the classroom and become responsible thinkers. When a student is off task in class, the teacher is encouraged to ask the following questions: “What are you doing?”, “What are the rules?”, “What happens when you break the rules?”, “Is this what you want to happen?”, “What do you want to do now?”, and “What will happen if you disrupt again?” I used these questions often with the individual students who misbehaved during my instruction.
When a student continued to misbehave, the principle teacher sent the student to the Responsible Thinking Classroom (RTC) for that particular hour in order to get out of the situation and this gave the student time to reflect their actions. The goal for RTC is to prepare the students for life and to become responsible thinkers. Often this promoted the students to have an opportunity to reflect on how they behaved and what they can do to avoid this type of behavior again. Then the student must present their behavior plan to principle teacher for a negotiation before or after school in order for the student to return to his/her classroom. This gives an opportunity for the teacher and student to discuss the student’s behavior in the classroom and sign off the action plan. Once, the student has delivered the signed behavior plan to the RTC instructor, the student may return back to class the next day.
How Learning occurs?
I believe a majority of students learn best when they take an active role with their education. When the teacher becomes the observer during the learning process, they often assist when the child seeks help. Through this concept, students take responsibility for their learning and they are in control of their learning, thus being child-centered education. This allows the students to become engaged in their learning since they are taking ownership of their education. The students are allowed to explore the problem on their own with an idea whether it is a science experiment or acting out the scenes from a short story. They form a concrete idea of what concepts need to be learned. If students can associate a specific event or memory with an important concept, then they’re more likely to be able to recall that concept later when they are tested or assessed on it in the future.
I believe that it is important for students to feel as if they are a part of the entire learning process and not as if they are simply being pushed through the learning process. By allowing students to struggle with certain ideas and asking those questions that would help them to conclude correctly on their own terms, this will allow the students to have a greater sense of accomplishment. In my classroom, there is no wrong answer to a question. The goal is not finding the correct answer, but understanding the thought process to achieve the correct answer. I believe that when said, an answer “is wrong” it would diminish a child’s self-worth and intelligence. Instead, I hope my concept will provoke/stimulate them to work harder and succeed. Through non-generic praising, the child will understand it’s the effort, not themselves that cause the answer to be right or wrong. Therefore, I will ask the student to explain their thought process to the problem and how he/she interprets the problem or question.
I believe that it is important for students to feel as if they are a part of the entire learning process and not as if they are simply being pushed through the learning process. By allowing students to struggle with certain ideas and asking those questions that would help them to conclude correctly on their own terms, this will allow the students to have a greater sense of accomplishment. In my classroom, there is no wrong answer to a question. The goal is not finding the correct answer, but understanding the thought process to achieve the correct answer. I believe that when said, an answer “is wrong” it would diminish a child’s self-worth and intelligence. Instead, I hope my concept will provoke/stimulate them to work harder and succeed. Through non-generic praising, the child will understand it’s the effort, not themselves that cause the answer to be right or wrong. Therefore, I will ask the student to explain their thought process to the problem and how he/she interprets the problem or question.
Teaching Methods/Styles
I firmly believe teachers need to establish different teaching methods in order to have an effective classroom. I implement differentiated instruction and multiple intelligence into my lessons. Each teaching method reaches to a different group of children in the classroom. Every child has their own unique personalities and learning styles. Thus, it is impossible for one person (Teacher) to instruct with twenty-five different learning styles. Therefore, the teacher should incorporate many different strategies for learning. This will allow the student to demonstrate their learning since they have a choice on how they want to demonstrate their learning which fits their learning style.
I believe one teaching method that teachers should incorporate in the classroom is the child-centered method. The class is focused on the child’s pace in the classroom. This allows the teacher to build a classroom community where the students have a positive relationship with the teacher thus providing respect and care between both parties. This idea should be integrated more into our education system. There are instances where the teachers may need to teach the information and concepts to students. But there are other instances when it’s better for the child to advance at their own pace. I believe that always providing answers to questions without having the student think it through have been ineffective. Thus, I believe that students should lead a classroom and have the teacher to offer assistance when needed.
Also, I believe students need more individual attention from the teacher. With the tradition education concept, it’s harder for teachers to interact with their students individually and personally. No teacher can simply teach their class as a whole without one-on-one or small group work. With smaller classrooms that are child-centered, a teacher will have more one-on-one time with the students and this should enhance personal social interactions. When teachers take the time to communicate with their students on a more personal level, both parties of the relationship will gain a better understanding and start forming a bond amongst them.
Learning is more practical if students are engaged and are having fun. Teachers need to make learning fun, so their students want to come back to learn more. When students are stuck listening to a teacher lecture on and on, after a few minutes, they lose interest in the class and the lecture, thus their brain starts to wander and doesn’t comprehend the information being passed to them. In order to keep their attention, I feel that it is important to structure academic games and breaks into the lesson. By incorporating engaged lessons which fit the students interest, they can still learn the concept, but in a different format. Sometimes I notice my students’ attention is fading and they’re distracted and that is when I believe a student centered classroom would be beneficial. It would be helpful to ask where they are lost at; perhaps I could explain the concept in differently or provide resources which fit their learning style.
Furthermore, I believe teachers need to relate the lessons to real world, so students are be engaged in what they’re learning rather than not comprehending the information. Student’s prefer to see the connection to what they are current learning towards the real world. If teachers are able to tie in the real world examples or students’ previous experiences into the lesson, then the students will absorb and remember the information. For example, apply the idea of fractions to a pie or cake helps students to be able to not only remember fractions better but to better visualize what a fraction is. Younger students, in my opinion, grasp concepts better if they have a concrete representative of it as well as older children. I want to guide students during instruction in order for them to form their own connections.
I believe one teaching method that teachers should incorporate in the classroom is the child-centered method. The class is focused on the child’s pace in the classroom. This allows the teacher to build a classroom community where the students have a positive relationship with the teacher thus providing respect and care between both parties. This idea should be integrated more into our education system. There are instances where the teachers may need to teach the information and concepts to students. But there are other instances when it’s better for the child to advance at their own pace. I believe that always providing answers to questions without having the student think it through have been ineffective. Thus, I believe that students should lead a classroom and have the teacher to offer assistance when needed.
Also, I believe students need more individual attention from the teacher. With the tradition education concept, it’s harder for teachers to interact with their students individually and personally. No teacher can simply teach their class as a whole without one-on-one or small group work. With smaller classrooms that are child-centered, a teacher will have more one-on-one time with the students and this should enhance personal social interactions. When teachers take the time to communicate with their students on a more personal level, both parties of the relationship will gain a better understanding and start forming a bond amongst them.
Learning is more practical if students are engaged and are having fun. Teachers need to make learning fun, so their students want to come back to learn more. When students are stuck listening to a teacher lecture on and on, after a few minutes, they lose interest in the class and the lecture, thus their brain starts to wander and doesn’t comprehend the information being passed to them. In order to keep their attention, I feel that it is important to structure academic games and breaks into the lesson. By incorporating engaged lessons which fit the students interest, they can still learn the concept, but in a different format. Sometimes I notice my students’ attention is fading and they’re distracted and that is when I believe a student centered classroom would be beneficial. It would be helpful to ask where they are lost at; perhaps I could explain the concept in differently or provide resources which fit their learning style.
Furthermore, I believe teachers need to relate the lessons to real world, so students are be engaged in what they’re learning rather than not comprehending the information. Student’s prefer to see the connection to what they are current learning towards the real world. If teachers are able to tie in the real world examples or students’ previous experiences into the lesson, then the students will absorb and remember the information. For example, apply the idea of fractions to a pie or cake helps students to be able to not only remember fractions better but to better visualize what a fraction is. Younger students, in my opinion, grasp concepts better if they have a concrete representative of it as well as older children. I want to guide students during instruction in order for them to form their own connections.