Embedded Files
Code of Conduct
The classroom code of conduct represents my philosophy for establishing an effective and well-managed learning environment. Implementing clear and consistent rules is essential, as they provide structure, promote mutual respect between the teacher and students, and set the foundation for appropriate classroom behavior. Without carefully explained and well-defined expectations, the learning environment can become disorganized, counterproductive, and disruptive. To prevent this and ensure consistency, I will introduce the class rules on the first day of school and reinforce them regularly throughout the first month. This intentional repetition will help students fully internalize the expectations and understand their role in maintaining a positive, respectful, and productive classroom community. My classroom philosophy is based on building a positive community within the classroom because I believe that having that community is one of the keys to having a successful, healthy, learning environment. Ham Ginott believed that In order to have a classroom community, teachers must be able to communicate with students, as it will foster positive relationships between the teacher and student. Rudolf Dreikurs emphasized that the base of starting a community comes from having students feel that sense of belonging, that they feel safe and comfortable there. That feeling makes them feel significant to the classroom community, meaning the democratic classroom is critical to have.
Classroom Rules
Classroom Rules
Show kindness and be respectful towards others: In order to build a classroom community that is safe, welcoming, and inclusive, we must be able to be kind to one another so that everyone feels comfortable. Showing kindness to everyone can help build friendships and foster positive teacher-student relationships. Having this as one of the four rules will help teach empathy to the students, about how others feel, and students will care about how their classmates are feeling and their emotions.
Do your best and keep trying, even if you make mistakes: Every time a student makes a mistake, it only makes your mind stronger in the long run. Fixing your mistakes will help students learn new things and concepts. Creating a space that engages others and motivates us to keep trying, that mistakes are a part of the learning process. After you make a few mistakes and then you finally get it right, students will be so proud of themselves, while also building that confidence within them that they can
Keep your hands and feet to yourself: Everyone in the classroom has their own bubble, and if anyone comes to close and touches you, it will pop! This will teach students to keep their hands and feet to themselves so that they can protect their personal bubble. Keep your hands and feet to yourself also helps prevent the spreading of germs and helps reduce an outbreak of sickness in the classroom.
Be an active listener when someone is speaking: It's important that students can be an active listener when the teacher or other students are talking, so that we can hear what they are saying, and then respond without interrupting. This will help students learn not to cut anyone off when they are talking, and to raise a quiet hand when they have something that they would like to share.
Creating a Healthy Learning Environment
One of my main goals as a teacher is to create a healthy learning environment that is inclusive to all of my students, welcoming to anyone that comes in, and supportive of each and every child's growth and education. I want my classroom to feel like a second home to my students, a place where they can learn, grow, find their strengths, and take risks. Having clear rules and set routines is crucial for setting expectations, creating structure in the classroom, and allow the classroom to run smoothly. If a student breaks a classroom rule, I will use a reflective practice, such as having the student go to the cozy corner and reflect on what happened. I can also have them engage in a conversation with me to talk about what happened and the choices they made. This aligns with SEL because it helps students develop certain skills such as empathy, self-awareness, and decision making. This also supports Culturally Responsive Management in the classroom because it allows me, as the teacher, to look into and consider the personal experiences and diverse backgrounds that my ELL students bring to the table when guiding students' behavior. Another goal of mine is to build a classroom community that is embedded in student success, growth, and understanding. My classroom will be a place where students feel supported, valued, and empowered to be successful.
References:
Header photo (scissors, pencils, books on a desk): Image
Charles, C.M. (2008). Building Classroom Discipline (9th ed.). Chapters 4, 5 & 6, pp 57-109. Pearson Education: Allyn and Bacon.
Get in touch at: SE998624@wcupa.edu
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