Embedded Files
Our Classroom Promises
Our Classroom Promises
We will make choices that help us do our BEST LEARNING!
We will be KIND and TAKE CARE of each other.
We will do our best and KEEP TRYING!
We will HELP each other learn, work hard, and have fun together!
I like to view my classroom code of conduct as being a way for me and my students to connect. I believe in giving the students an active role in consequence and rule-making. Involving them in this process might help them feel empowered by having control over their education environment. Students are more likely to follow the rules because they know they are fair, reasonable, and benefit everyone. According to Chapter 9 of Classroom Management for Elementary Teachers, "...maintaining appropriate behavior by monitoring students effectively, applying rules and procedures consistently, and promptly using nonintrusive interventions to maintain activity flow and student involvement in lessons". The codes above are the main layout for how I would want my students to view our community/family.
One way I would introduce the rules into this class is through role-playing. This is the step after rule-making which involves students acting out different scenarios that fit the rules. For example, a student will pretend to be struggling on an assignment. Instead of giving up they will ask questions, take a different route, or take a break and start again. In this scenario, students are acting out our "We will do our best and KEEP TRYING!" rule. Real-world experiences are much easier for children to grasp because they will have a situation to relate back to when thinking about a certain classroom rule or code. If this is too advanced/challenging for younger children, I would suggest having a class discussion. This is where children would circle up and the teacher would go through each rule, describing what it entails, and allowing time for questions and concerns.
"Do the one thing you think you cannot do. Fail at it. Try again."
- Oprah
video1223427693.movMy discipline framework and classroom management philosophy both put the children's needs first. I am conscious of how my students behave and learn best and the environment they need to do so. Positive reinforcement also plays a role in discipline, if children who are making not-so-good choices hear the teacher complimenting children who are excelling they might change what they are doing so they can receive praise as well. The power of positivity is much stronger than yelling at or punishing a child. Being a model for your students means making mistakes, owning up to them, accepting the consequence that comes with them, and deciding to grow from the situation.
"Classroom management is not about having the right rules...it's about having the right relationships"
- Anonymous
SEL and Culturally Responsive Management
There are 5 core areas of SEL and they are self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. When my students are involved in the code of conduct-making process they are engaging in responsible decision-making and self-management. They depend greatly on being involved to truly feel a part of a community. That is why I consider them a vital part of the rule-making process. However, as the teacher, it is important to not forget there are times when you will have to take charge and be in control. I always take this into consideration when making classroom codes or disciplining students. Chapter 10 of Classroom Management for Elementary Teachers states, "As helpful and important as listening skills and empathic responding are for effective communication, they are not sufficient. Constructive assertiveness is also needed. Teachers have a responsibility to establish a classroom environment that is orderly and promotes learning.". With the introduction of these rules, I made sure to provide multiple opportunities for teachers to communicate with different kinds of students. Culturally responsive teaching embraces all different backgrounds, experiences, and knowledge. My code of conduct is flexible and structured all at once. It is structured in a way that there are set expectations for students but is flexible in a way that not every student will be at the same level as another. Students will make choices that help them to do their best in the classroom.
Responsive classrooms are student-centered, social-emotional learning approaches to teaching and, in this case, discipline. The key practice in a responsive classroom approach to discipline is having logical consequences. This means children are involved in the consequence-making process and they are not a surprise when implemented. These consequences are limits set by the teacher and given to students to fix and learn from their mistakes. They are not a punishment and should not be labeled as punishments. Instead, they are opportunities for children to reflect back on a not-so-good behavior or choices and a chance to grow.
Page updated
Google Sites
Report abuse