Think-Pair-Share is a collaborative learning approach that enables students to consider a question or topic on their own first, then talk about it with a companion before presenting their thoughts and ideas to the class. This method fosters critical thinking, meaningful peer collaboration, and active participation in a nurturing setting. In my opinion, this instructional strategy is engaging and entertaining for students. I want to use it in group discussions, during morning meeting, and when going over class difficulties so that students can come up with their own solutions, share ideas with a partner, and learn new things by hearing different points of view. 

This strategy aligns closely with my philosophy of classroom management and building a strong community. When students are using this strategy, they get to see different perspectives of others and learn how to respect their opinions, as well as learn how to give others the floor and to listen when they are talking. This helps build a community by having the students see that everyone of us has different thoughts and that it's important to hear other perspectives. When Think-Pair-Share is being used in the classroom, students get to see that all voices are important and how everyone's idea is valued.

The I Do, We Do, You Do model Gradual Release Model is an instructional strategy that gradually releases responsibility and helps aids students in developing self-assurance and learning independence. With this strategy, the teacher first demonstrates and explains the idea or ability (I Do), then leads the class through practice (We Do), and then lets the students use it independently (You Do). All students benefit from this approach because it offers opportunity for independent practice, modeling, and clear examples. I would use this during a read aloud when I would be modeling how to complete a follow-up comprehension activity. This teaching strategy, in my opinion, is captivating in the classroom because it enables students to gradually take charge of their education while feeling supported as they learn new content. 

This strategy aligns with my philosophy of classroom management and enforcing teacher responsibility. It is the teacher's job to ensure that they know enough content to teach the students for the I do part, be able to model an example with the students input for the We do part, and ensure that the students have observed enough of the lesson where they feel confident to complete an activity themself/the teacher can release the responsibility onto the students. When the teacher is teaching a lesson and using the I do, We do, You do gradual release model, student will get the opportunity to see how the learning responsibility is shared in the different stages - first the teacher has full control and students are observing them, then the teacher models and example and both the students and the teacher practice together, and finally have the students apply the skill that they just learned all by themselves with confidence.