My Philosphy
- I believe a classroom should be an open and inviting space for students to learn and explore new ideas. Students should be trusted and respected to make responsible decisions and be productive whenever possible. A strong classroom environment to me is one in which students are free to be themselves and try new things without fear of ridicule or consequence for taking risks. As important as student freedom is to me, I understand that freedom must be earned through demonstration of the ability to work successfully in an unrestricted environment. I believe in the concept of a "warm demander" by creating a classroom environment that promotes self-discipline and provides structure that allows students to work effectively and in a timely manner (Alexander 2016). I have high expectations for student achievement because I am confident in their ability to accomplish complex goals and challenge themselves to succeed at a high level. Above all I believe it is important to build a strong relationship with students through honest and authentic instruction and community building activities.
- Many of the strategies for success in the classroom rely on student centered action to promote a positive learning environment. Tim McDonald's "Three-Phase Model" aligns well with many of the concepts connected with being a "warm demander" by promoting self awareness, high expectations, and by presenting clear outcomes (McDonald 2019). This model relies heavily on preventing certain behaviors in the classroom to encourage learning. To provide students with an opportunity to work independently and to minimize distractions in the classroom while promoting a positive learning environment, I think it's important to have a strong sense of what's going on in the classroom. Kounin's concept of "withitness", where a teacher can promptly and correctly identify misbehavior is something I am mindful of in my classroom management strategies and helps to facilitate the type of open and accessible environment I feel is important for student success.
- It is important to provide lessons and activities that allow students to engage in content that is relevant to their interests. Lesson topics should be designed in a way that allows students to have the freedom to explore ideas that they find meaningful. Meaning-making is a critical component to creating effective works of art. A strong contextual understanding and conceptual approach can enhance success in art and other classroom content areas as well.
- Along side punishment, or "consequences", I am skeptical about the efficacy of encouraging students with extrinsic rewards. According to Alfie Kohn, "at least two dozen studies have shown that people expecting to receive a reward for completing a task (or for doing it successfully) simply do not perform as well as those who expect nothing" (Kohn, 1993). This theory comes from the idea that students will only perform a task well so long as they know they will receive a reward from their performance. I believe the biggest problem in this is that students are not necessarily engaged in meaningful learning practices, but are more likely to complete a task only to the degree necessary to receive a reward for it. It also seems to have diminishing returns according to Alfie Kohn's research and I tend to agree. Through student centered learning, high expectations for students and providing engaging lessons that allow students to connect with personal experiences, students are more likely to feel a genuine sense of accomplishment and a stronger connection to their work.
Supporting Diverse Learners
- I believe it is important to support diverse learners through community building activities such as group discussion and inclusion. Collaborating with students and teachers to provide support or to create a network of support can be a valuable tool. I think it is important for teachers to be accessible to students before and after class who may be struggling or in need of conversation about challenges that they may be facing. I believe in allowing extra time if students require it, or to allow students the ability to have access to additional resources. For some students, having the ability to retreat to a comfortable space may be necessary or to get up and move. I think building a sense of community through parent contact and allowing for parents to provide feedback online can help to aid students from diverse backgrounds.
References:
Alexander, Matt. “The Warm Demander: An Equity Approach.” Edutopia, George Lucas Educational Foundation, 13 Apr. 2016, www.edutopia.org/blog/warm-demander-equity-approach-matt-alexander.
Kohn, Alfie. "Punished by Rewards - (Book).”, www.alfiekohn.org/punished-rewards/.
McDonald, Tim. Classroom Management. Oxford University Press, 2019.
Photo used under Creative Commons from Ruth and Dave