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My Philosophy
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:
  • Brackett, Marc & Kremenitzer, Janet. (2011). Creating Emotionally Literate Classrooms: An introduction to the RULER approach to social and emotional learning. Port Chester, NY: National Professional Resources, Inc. 
  • Claassen, R. & Claassen, R. (2008). Discipline that Restores: Strategies to create respect, cooperation, and responsibility in the classroom. South Carolina: Booksurge Publishing. 
  • Coloroso, B. (2005). Part 2: Inner Self-Control. In C.M. Charles (Ed.), Building classroom discipline (8th ed., pp. 99-104).
  • Curwin, R. L., & Mendler, A. N. (1999). Discipline with dignity. Alexandria, Va., USA : Association for Supervision and Curriculum Development.
  • Gordon, T. (2005). Part 2: Discipline Through Inner Self-Control. In C.M.Charles (Ed.), Building classroom discipline (8th ed., pp. 79-84).
  • Kohn, Alfie. (1996). Beyond Discipline: From compliance to community. Alexandria, VA: Association for Supervision and Curriculum Development. 
  • Lederach, John Paul. (2003). The Little Book of Conflict Transformation: Clear articulation of guiding principles by a pioneer in the field. The Little Books of Justice and Peacebuilding Series. Intercourse, PA: Good Books. 
  • Olson, Kristen. (2009). Wounded by School: Recapturing the joy in learning and standing up to old school culture. New York, NY: Teachers College Press. 
  • Pranis, Kay. (2005). The Little Book of Circle Processes: A new/old approach to peacemaking. The Little Books of Justice and Peacebuilding Series. Intercourse, PA: Good Books.
  • Villa, R.A. Thousand, J.S. & Nevin, A.I. (2010). Chapter 9: Students as Collaborators in Responsibility, Collaborating with Students in Instruction and Decision Making, Thousand Oaks, CA: Corwin Press, p. 171-188.
  • Wong, H. & Wong, R. (1998) The First Days of School: How to be an effective teacher. Harry Wong Publications.
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