EDE 4504: Management Platform

Ashley Downs
Section I: My Learning Environment & Learners
The learning environment in which my internship is occurring is in a Kindergarten

classroom. The classroom is large in size allowing for an array of areas to be distinguished such

as a reading area, teacher table, play area, small group work, student tables, and rug. The

restrooms are the connection to the other classroom as their is two in total for the two classes to

share. Each of the area provides the students with different learning environment as well as

allows for the teacher to be able to adapt to the needs of the students. The teacher has the

students divided up into three groups of tables which the students have their names and pencil

boxes for a collectivism learning environment. The rug is in the front of the room where morning

gatherings happen and the students dive into a new book each day. The teachers desk is in the

back of the rooms as it allows her to be able to see all the students and look at the whole room.

The environment is colorful and knowledgable as the walls are filled with information for the

students to be able to use throughout the day or be reminded of the expectations. A warm feeling

is immediate in the room as everything has a place and all is designed for the students brains to

become stronger. During Daily five the students use different parts of the room to read to self,

word building, or writing workshop. Students can use pillows when reading to self or the various

small chairs and tables around the room. In word building students use stamps to write out their

sight word in a different outlet and work on fine motor skills. Finally in writing workshop the

students go back to their desks and work on the reading assignment that day.

The students in my class vary in needs depending on their level of intervention needed

for the students. A total of two students in my class are tier 3. One of the students in lacking

understanding of letters and their sounds and the other is lacking in fine motor skills. These two
students are receiving help throughout the day on assignments and tutoring to assist with their

individual needs. Due to these situations the classroom is adapted to ensure that those students

receive the help needed to improve their struggles and help them move up in levels as soon as

possible. During wind time, the two students go to a particular classroom where their needs are

worked on with a group of five students to one teacher.

The classroom provides the opportunity for my CT to be able to work with small groups

of students to assess the needs of the students. This is how my CT is able to recognize when

students need extra help such as tier 3 or other forms of individualized learning needs. The state

mandated test provide the opportunity for my CT to see how the students understand the

alphabetic principle, decoding and word building throughout the progression of the academic

year. Based on the results my CT makes the needed changes in the curriculum or the one-on-one

time with the students based on the results from the assessments. The students in this learning

environment are provided the individual needs needed in order to be successful academically.

Section II: Philosophy of Management

 Every teacher needs to have their own individual classroom management plan in their

classroom. As a teacher they possess the responsibility for motivating, organizing, managing,

and teaching their students. Teachers combine the school values with their own personality to

form their teaching personality. To me, a great teacher must be patient, fun, caring, consistent,

nurturing, and a facilitator of learning. The goals of my classroom management plans are to

develop learners responsibility, to create a positive classroom environment, and to maximize the

time and opportunity for learning.

My personal classroom management philosophy is based on a combination of theories

and models. Skinners positive reinforcement is effective to my opinion in encouraging students

good behavior. Skinner's theory of operant conditioning uses both positive and negative

reinforcements to encourage good and wanted behavior whilst deterring bad and unwanted

behavior (Santrock, 2006). Redl and Wattenbergs gave teachers the first well organized,

systematic approach to improving student behavior in the classroom (Santrock, 2006). This

theory aligns with my belief that the classroom can be a combination of cooperative and

assertive discipline within the classroom. Using this theory in the classroom will assist with

devised procedures of diagnostic thinking to help teachers better deal with misbehavior and

better understand my students (Santrock, 2006). I intend on using Gordons empathic

understanding so that my instructional decisions can cater to every individual student (Santrock,

2006). I think that teachers should be democratic rather than autocratic because students have a

right to make an input in everything that is happening in class since it will affect them. The

teacher simply has to set some boundaries to guide students. According to Kounin 1970, the

instructional method of the teacher will reflect her personality and philosophy (Santrock,

2006). Good instructions must be clear, and easy to follow.

 In considering whether it is better to impose discipline or to teach discipline, I believe

that it is better in the long run for me to teach discipline. I will do this by teaching students

acceptable behavior (focusing on the dos) and by being consistent in having a strict

routine. However, there will be extreme situations which will require me to impose discipline

but while that happens, I will teach self control and leave their dignity intact. I like Colorosos

Inner Discipline but I cannot rely on it alone because I also need an approach which can both

teach and impose discipline (Santrock, 2006). Canter and Canters Assertive Discipline has a

hierarchy of discipline that suits me for the few instances in which I would have to impose

discipline (Santrock, 2006). I intend to address minor, disruptive, and aggressive target

misbehaviors in my classroom management plan. I believe in preventing the fire before I have to

put it out. Although I may not be able to specifically address each of the minor misbehaviors, I

want students to realize the consequences that their disruptions have on others.

I believe that for all students to be treated fairly, I would have to treat them as individuals

because they would be of differing abilities, cultures, genders, ethnicities, and socio-economic

class. I will expect everyone to perform at their best and everyones best will differ. I want to

encourage self referencing rather than norm referencing to avoid labelling and low self esteem

caused by student competition. I will spend more time with the misbehaviors, and the learners

that need more one-on-one. The instruction in my class will vary according to each students

level. Students who finish tasks before the others will have some enrichment work to stimulate

them and prevent the others from being distracted. I personally favor co-operative learning

because this really helps the slow learners to grasp the lesson (Santrock, 2006). It would also

help the students to be tolerant of different people if the groups are of mixed members - blended

across gender, culture, academic level, ability, age, and ethnicity (Santrock, 2006). I like students
to really interact with me because they need to have someone that they can feel safe with. I can

help to foster their emotional and social development in this way. Students require more than just

spoken dialogue with the teacher to feel like they are really being given some attention

(Santrock, 2006). Some students are very physical with their feelings and ideas and do not

readily verbally interact with others. To cater for these students I would physically touch them

(like a reassuring pat on the back or shoulder), or I would just walk around the classroom so that

they can feel my presence among them. Then I will ask a few individual questions from time to

time based on their body language. I respect the students ideas, and I create situations which

require them to think critically and make decisions. Finally I will use a lot of different centers in

my classroom which allow me to focus on different areas of development and help me group

students according to their needs. Centers are a great way to develop knowledge and assess

students progress in a particular area. Constant reflection is important to me because I think that

I need to meditate on my own strategies and performance as a teacher in order to identify and

modify my weaknesses. My classroom management philosophy

will continue to grow and evolve as I grow and evolve in

teaching.

Section III: Alignment between my Philosophy &

Enactment
How does my facilitation of the learning environment impact the

learners in my classroom?
 In the classroom environment I am the equivalent of my CT and the students are aware of

this after explanation and taken on leadership roles during the school day. I have been fortunate

enough to be able to jump in and lead lessons such as centers, morning meetings and read aloud.

Through these I have been able to establish my role in the classroom and the students have been

welcoming to me. In these lesson I am able to work with the students, enforce expectations and

be a teacher for my students. Being the facilitator means that I am instructing and monitoring the

environment. This impacts the learners as it ensures that they are remaining on-task and

behavioral management is maintained.

How have my actions in the classroom impacted students meeting the objectives set for them,

both socially and academically?

As a role model and instructor in the classroom the way I act impacts the students as I

make the decisions what happens within the environment throughout the day. When I make

objectives I am deciding what is being focused on and the needs of my students while planning

for the lesson plan. The lesson plans made impacts the academic rigor and focus of the

knowledge being learned in the classroom. In a social aspect my mood and attitude impacts the

over feel of the environment and how the students feel while in the classroom. The way that I

present and act while in the classroom will impact my students.

Does what you describe your philosophy to be align with your enactment in the classroom? If

what you enact doesnt align with your philosophy or you are not making the desired impact on

students, what changes might you make?

I have been blessed to have been placed in a classroom where my CT and Is

philosophies align. My CT believes in having multiple forms of behavioral management in her

classroom which I love as it provide multiple ways to direct the classroom environment.

Individual and collaborative rewards and punishments are implemented throughout the

classroom to maintain respect and discipline. The design of the classroom allows for an array of

activities to happen such as centers, one-on-one, group work and read to self. These activities

focus on the aspects of my philosophy which is to ensure that all student benefit and the

knowledge is the priority. One of my CTs favorite sayings is to make our brains stronger

which is so important in the grade of Kindergarten. Kindergarten is such an important age of

development and growth within the academic year.

Reference

Santrock, J. W. (2006). Educational Psychology (5th ed.). Boston, MA: McGraw-Hill.