My teaching philosophy falls most notably under a mixture of the social reconstructionism, or critical pedagogy, and progressivism doctrines, which were originally coined by Paulo Friere and John Dewey respectively. Level 1 is influenced by my teaching philosophy in that it stress that students and teachers are willing to question established norms to make the class culture, and even school, the best it can be for everyone, as part of the constructionist approach. It also adheres to my more progressive minded approach in that it requires to reflect and resolve issues to make the climate optimal. Level 2 is also highly influenced by the progressivism doctrine, as so much of it is geared to the idea of helping students grow by teaching them how to problem solve. In this case, students learn how to hold themselves and their peers accountable. This progressive idea of problem-solving to improve student growth is also an aspect of my level 3, 4, and 5 parts of the management pyramid. the techniques I mention in all these levels are highly revolved around having students learn and utilize these skills and responsibilities themselves, or through their experiences. These levels also require teacher participation as well, as they will establish the systems of accountability, as with the Thinkery in level 3, planning cool off places, as seen in level 4, and most notably, different methods to resolve issues, such as student teacher meetings, family conferences, or home communication, as seen in level 5. These all fall under that progressive approach, where the teacher is focusing on way to best help the students improve their social values and responsibility. As for the social reconstructionst approach, you can also look at the different management levels. For instance, level 2 abandons the strict authority role of the teacher by letting students plead their case, which gives them a voice in improvement to the class. Additionally, level 3 promotes students to look for a purpose, practice solving social problems, and widening their social knowledge. These all ultimately fall under helping transform society for the better. Level 4 promotes establishing groups to vie for school improvement for students; level 5 similarly mentions making conscious-raising groups for the same ends of addressing and fixing problems of the school environment or society.
References material for levels 1-5: