Classroom Environment Philosophy 1

Classroom Environment Philosophy

Katelyn M. Bohn

North Carolina State University

I believe that all children deserve the opportunity to expand on their knowledge and build

their confidence in the classroom, and that incorporating activities on a daily basis that immerse

the student in the French language, whether it be reading, writing, speaking, or listening

activities, will create the best environment to improve a child’s ability to learn French, as well

spark an interest in foreign cultures and languages. I believe that this ideology applies to every

grade level in high school that I will teach. Benjamin Bloom (2018), a theorist who specializes in

higher level thinking, created different levels of learning that enables teachers to know what

steps to take to help children achieve a higher level of thinking. In my opinion, the crucial levels

of Bloom’s Taxonomy for language learners includes: remember (define, memorize, state),

understand (describe, discuss, explain, translate, classify), and analyze (compare, contrast,

organize ideas, test). These levels are what my language activities for French are based off of,

and what I believe will be the most important for attaining language proficiency.

I believe that the best way to handle disruptive behaviors in my classroom for every

student is by clearly and directly communicating the issue, why it was unacceptable, the

consequence for the behavior, and the time frame for that consequence. I believe that it is

important to let students know I think they can still be successful in my classroom, and will

accomplish this by addressing the student’s behavior, not the student. It is especially important in
Classroom Environment Philosophy 2

a French classroom that I demonstrate my belief in my students, because it takes a lot of courage

for them to speak in a foreign language. This method for handling disruptive behaviors was

inspired by Lyn Mikel Brown, Professor of Education at Colby College and author of ​10 Ways to

Move Beyond Bully Prevention (And Why We Should). ​Brown emphasizes “ally- and

coalition-building”, creating an environment where everyone feels welcome, recognizing the

power kids have to influence one another positively, and moving beyond just the individual and

understanding the context of the situation (McLeod, 2015). To me, a welcoming environment

includes taking action against any distasteful comments made about a student’s abilities in

French. In order to create a more accepting environment for students and to help them build

relationships in the classroom, I will rotate groups on a monthly basis so that students can get to

know everyone in the classroom (and this will also help with their abilities to speak with one

another in the language), as well as celebrate French holidays with the students, and ask for them

to fill out a survey every few months asking them how I can improve my teaching style,

assignments, and classroom environment. Rotating groups is inspired by Brown and her

suggestion of ally and coalition building in the classroom. The Google form for students to detail

any struggles they have in my class, what they wish I did differently, or what would help them in

my classroom is inspired by Dr. Kimberly McLeod and her article​ 3 Ways to Identify and Survive

a Culture of Deficit Thinking. ​Here, McLeod addresses educators and parents when she states

“[If] you see poverty, lower socio-economic status, racial or linguistic differences as

impenetrable barriers to student academic success… you are deep in the culture of deficit

thinking… [ask] this magical question [to parents and students], ‘What would you like to see

happen?’ By doing this you invite the other party in crafting a solution with you and you share
Classroom Environment Philosophy 3

the power and influence. Keep it in perspective; while this is your job and your student - to a

parent and/or a child, this is their entire life, their world and the future they are creating.” This is

why I believe that a survey distributed to the students once a month, if not more frequently, to

understand the experience a student is having in my classroom will help to keep an open

conversation going about how I can improve as an educator, and allows all students to have a

voice in how the classroom is conducted. I think this could be especially beneficial in a

high-school setting, where most language classes are taught and students are beginning to reach

adulthood.

1) I believe that I can create an environment that challenges students to think critically

about French and believe in their abilities to speak French.

I think students will most benefit from an environment that gives them engaging projects

that are relevant and applicable to their lives today, and plan to give them the opportunity to

share their own personal experiences in class, do their own research on current events in both the

United States and France (inspired by Bloom’s Taxonomy, the “understand” and “analyze”

levels), and create a friendly, welcoming place to practice a new language judgement-free

.(Bloom, 2018).

2) I believe that I, as a teacher, have a responsibility outside of the classroom to be there for

my students.

I believe that a good teacher will help a student with their homework assignments and

in-class projects, but a great teacher will individually ask their students about their mental health.

I am willing to work with every student to make sure they are given all the tools they need to

succeed. I will stay after school to tutor my students, discuss any problems they have that arise
Classroom Environment Philosophy 4

due to a negative encounter with a peer and find a way to solve it, and make any other necessary

accommodations to ensure my class gives them a fair chance to succeed. This belief is inspired

by Dr. McLeod (2015), as I agree with her that a teacher should make sure all students have an

equal chance at success despite socioeconomic status, race, gender, or language barriers, and I

recognize that some students may have more experience with French than others, and some may

have more difficulty with French than others. That is why accommodations are necessary in

order to aid the full scope of students.

3) I believe that feedback from students is invaluable and an important part of

becoming a better teacher.

I will send a monthly Google form out to my students asking them various questions

about what projects they did or did not enjoy in my class, how I can improve my teaching, and

what topics they found the most difficult. I believe that asking these questions will help me to

modify my class to better suit the needs of my students, because I’m still learning too. As

aforementioned, McLeod (2015) inspired this belief, and I think this survey would be a great

way to ask the question ‘What would you like to see happen?’ to students. It’s not

confrontational, and it gives an anonymous outlet for teacher feedback.

4) I believe that learning a new language doesn’t have to be hard, and can be a fun process.

I strongly believe that it is my job as a teacher to be resourceful and confident teaching in

my subject area, and that I can simplify and explain complex grammar concepts in a way that

will help students feel less overwhelmed. I want to emphasize to students that they should feel

comfortable emailing me with any questions they have, and that everyone is capable of learning

a new language. I want to incorporate French music, stories, and current events into my class,
Classroom Environment Philosophy 5

because these will hopefully help students find something they can relate to in the language,

while they simultaneously learn about new tenses and vocabulary.

5) I believe that I can influence my students positively.

My actions, reactions, and decisions all impact the students I teach. In order to be a good

teacher, I will learn to stay calm in all situations, act in a professional and responsible manner at

all times, and ultimately aim to inspire the children I teach to love learning and to believe that

they can have a successful future. In order to inspire children to love learning, I will design

creative and engaging French projects (such as having students create videos in French

discussing hobbies they enjoy or telling a story, having students read and listen to an appropriate

French song and identify different grammar concepts/themes in the song, writing a children’s

book in French, or for upper level students, presenting on a current event that interests them)

This part of the belief is inspired by Brown (2019) and her philosophy on accentuating the

positive. She states in her article ``10​ Ways to Move Beyond Bully Prevention (And Why We

Should),​ “appreciat[e] their [the students’] need to have more control in their lives, to feel

important, to be visible, to have an effect on people and situations.” I think that giving the

students’ project that allow them to be creative and add their own personal touch goes along with

this ideology. I will also ensure the success of students before any major assessments by having

them fill out a Google form detailing their level of comfort with the material, and split students

into 3-4 groups where they will work on assignments based on their level of comfort. This way, I

can give more attention to and better prepare the students who need it, and challenge the students

who feel more confident in their knowledge. I will also have vocabulary quizzes every week

(Bloom’s taxonomy (2018), “remember”), as expanding one’s vocabulary is an essential part of

Classroom Environment Philosophy 6

learning any language, and I will stay in the classroom for at least half of lunch every day to help

students with any concerns they may have (whether they be about my class or not), as well as

build relationships with my students. This portion was inspired by Dr. McLeod (2015) in order to

ensure student equality.

Classroom Environment Philosophy 7

Parent/Guardian Letter

Teacher: Katelyn Bohn

Email: ​kmbohn@ncsu.edu

Website: laclassedefrancais.weebly.com

Dear Parents and Guardians,

I hope that everyone had a lovely summer and I look forward to working with your

student this upcoming semester. I have prepared a lot of engaging and interesting content for this

school year, all with the goal of helping your student achieve their goals in foreign language

acquisition, whether they are entering the school year in French I or AP French. I recognize that

learning a new language can be challenging, so there will be tutoring sessions conducted every

Tuesday and Thursday from 2:30-3:30 for all students, and one-on-one sessions during the

second half of lunch. Students should email me a day in advance to participate in the lunch

tutoring sessions. My email inbox is always open to student and parent emails with any questions

or concerns, before and after school, and I am always happy to schedule a time to talk about your

student’s progress in my class. I will discuss my expectations as far as school supplies with

students on the first day of school, as it varies depending on the level of French, but all lists will

be posted on my Weebly (laclassedefrancais.weebly.com) under your child’s French level

(French I, II, III, IV, V, or AP). I will also discuss behavioral expectations and policies with

them, the units of study for the course, and my homework policy. These are described below:

Behavioral Policy:

First Offense:​ verbal warning

Second Offense:​ lunch detention in my room and teacher-student discussion

Classroom Environment Philosophy 8

Third Offense:​ principal’s office and ISS/OSS

*Please be aware that the teacher reserves the right to skip steps depending on the severity of the

incident.

Course Units:

Course units will vary depending on the level of French your child is enrolled in, but all French

courses will have a House & Home unit (differences between American and French house

styles), a Geography unit (studying the geography of different francophone countries), and a

Let's Eat! unit (discussing popular food in France, learning to read French recipes, etc.) Please

email me with any questions.

Homework Policy:

- French I and II: I do accept late work in these classes, but take 5 points off of the

assignment each day it is late. After the assignment is late for more than 5 days, no credit

will be given for the assignment.

- French III, IV, V, and AP: I do not accept late work in these courses.

- Exceptions: ​I do allow students to retake vocabulary quizzes in all classes, but they must

come in for half of the lunch period to study the vocabulary for the quiz before they will

be permitted to retake it. If a student is sick and cannot complete an assignment, please

have them give me a doctor’s note to push back the due date on said assignment. In the

case of a family emergency, please have students email me to be excused from an

assignment.

I have found it most beneficial for student progression that I speak in French as much as

possible to amplify language exposure and work toward proficiency, and I know that this can
Classroom Environment Philosophy 9

feel daunting for beginner students, but I will provide the tools for your student to be successful

in my classroom through my blog, weekly vocabulary quizzes (for all levels), discussing topics

and doing projects that students are familiar with/can connect with on a personal level,

discussing current events, and a plethora of tutoring and extra credit opportunities. I can’t wait to

see your child thrive this school year, and I hope you have a wonderful last week of summer.

Best,

Katelyn Bohn

French Language Teacher, XXX High School

Questions:

Has your child had any previous exposure with French?

Do you have any questions/concerns/hopes for this school year?

Parent/Guardian Letter (French)

Professeur: Katelyn Bohn

Veuillez communiquer avec moi à cette adresse e-mail:​ ​kmbohn@ncsu.edu

Très chers parents,

J'espère que vous avez tous passés d'excellentes vacances d'été et j’ai hâte de travailler

avec vos enfants cette année scolaire. J’ai préparé beaucoup de projets et des devoirs intéressants

avec l’objectif à perfectionner les compétences linguistiques des étudiants, qu'ils entrent en

année scolaire en français I ou en français AP. Je reconnais que l'apprentissage d'une nouvelle

langue serait difficile parfois, il y aura donc des séances de tutorat chaque mardi et jeudi de
Classroom Environment Philosophy 10

14h30 à 30h30 pour tous les étudiants, ainsi que des séances individuelles pendant la seconde

moitié du déjeuner. Les étudiants doivent m'envoyer un e-mail un jour d'avance pour participer

aux séances de tutorat pendant le déjeuner. Mon e-mail est toujours ouvert aux courriels d’élèves

et de parents, avant et après l’école, et je suis toujours heureux à discuter le progrès de votre

élève dans ma classe. Je discuterai de mes attentes en matière de fournitures scolaires avec les

élèves le premier jour d'école, car cela varie en fonction du niveau de français, mais toutes les

listes seront affichées sur mon Weebly (laclassedefrancais.weebly.com) sous le niveau de

français de votre enfant (Français I, II, II, IV, V ou AP). Je discuterai également avec eux des

attentes comportementales et des politiques, qui sont les suivantes:

Première infraction:​ avertissement verbal

Seconde infraction:​ déjeuner dans la salle de classe et une discussion entre l’enseignant

et l’élève

Troisième infraction:​ bureau du principal et ISS / OSS (la suspension)

* Veuillez remarquer que l'enseignant se réserve le droit de sauter des étapes en fonction

de la gravité de l'incident.

Unités de cours:

Les unités de cours varient en fonction du niveau de français de votre enfant, mais tous

les cours de français auront une unité Maison et foyer (différences entre les styles de maison

américains et français), une unité de géographie (étudiant la géographie de différents

francophones). pays) et un repas à manger! unité (discuter de plats populaires en France,

apprendre à lire les recettes françaises, etc.) Merci de m'envoyer des questions.

Politique de devoirs:
Classroom Environment Philosophy 11

Français I et II:​ J'accepte les travaux en retard dans ces cours, mais perd 5 points de la

tâche chaque jour de retard. Une fois la mission en retard de plus de 5 jours, aucun crédit ne sera

accordé pour cette mission.

Français III, IV, V et AP: ​Je n'accepte pas les travaux tardifs dans ces cours.

Exceptions:​ J'autorise les étudiants à repasser des quizzes de vocabulaire dans toutes des

classes, mais ils doivent passer la moitié de leur déjeuner dans ma classe une seule fois pour

étudier le vocabulaire du quiz avant de le repasser. Si un étudiant est malade et ne peut pas

terminer un devoir, demandez-lui de me donner une note du médecin et je pourrais prolonger le

délai. Dans le cas d'une urgence familiale, veuillez demander aux étudiants de m'envoyer un

courrier électronique afin d'être dispensé d'un devoir.

Je trouve que c’est le plus bénéfique pour la progression des étudiants de parler en

français la plupart du cours, parce que ça amplifie l’exposition au langage et aider les étudiants

avec la maîtrise de la langue. Je sais que ca peut déranger certains d'étudiants, cependant, je vais

donner tout le monde les outils nécessaires d'acquérir le succès dans mon cours. Ces outils

incluent: mon blog, des jeux de vocabulaire hebdomadaires (tous les niveaux de francais), des

discussions sur des sujets et des projets que les étudiants connaissent, des événements actuels et

une pléthore de cours particuliers et de crédits supplémentaires. J’ai hâte de voir votre enfant

prospérer cette année scolaire et j’espère que vous aurez une merveilleuse dernière semaine

d’été.

Meilleures salutations,
Classroom Environment Philosophy 12

Katelyn Bohn

Professeur de français, XXX lycée

Des questions:

Votre enfant a-t-il l’exposition à la langue Française avant ce cours? Est-ce que votre enfant a

une connaissance de la langue plus avancée ou la capacité de communiquer en Français?

Avez-vous des questions / préoccupations / espoirs pour cette année scolaire?

Conclusion

My teaching philosophy is one that aims to create an environment where all students have

an equal opportunity to be successful, where both the teacher and students share responsibility in

the French learning process, and where class assignments are engaging and exciting. The article

North Carolina Professional Teaching Standards d​ iscusses how and why teachers should

demonstrate leadership in the classroom, and states that teachers should “Take responsibility for

all students’ learning… Use a variety of assessment data throughout the year to evaluate

progress… and empower students”. My philosophy demonstrates this standard because I will get

student feedback on course content and my teaching style via an anonymous Google Form once

a month,and I also explained that I will give a variety of assessments to evaluate the students’

French speaking skills. For example, I discussed students looking at French song lyrics to

explore different grammar concepts, talking about current events for presentations, writing

children’s books in French, et cetera.

Furthermore, another standard in the article​ North Carolina Professional Teaching

Standards​ explores how teachers can create a respectful environment for a diverse population of

students, and explains that teachers should “Encourage an environment that is inviting,
Classroom Environment Philosophy 13

respectful, supportive, inclusive, and flexible”. My teaching philosophy supports this idea of

equal opportunity in the classroom, as I state that I will make any necessary accommodations for

a student to be successful, be available for my students during and outside of class, and check on

the mental health of students, all of which is inspired by Dr. McLeod and her article ​3 Ways to

Identify and Survive a Culture of Deficit Thinking.

I believe that having a classroom environment philosophy will help me as an emerging

educator because it serves as a reminder for me of what I believe it means to be a good educator.

As someone new to education, I think it is incredibly important to read and learn about those

more experienced in education than I am, and I tried to apply this knowledge to my own

philosophies. This classroom environment philosophy will be particularly useful in moments of

frustration during my career as a sort of refresher of what I believe and why, and overall aid me

in my goal of having a positive impact on my students.

Classroom Environment Philosophy 14

References

Brown, L. M. (2019, February 21). 10 Ways to Move Beyond Bully Prevention (And Why We

Should). Retrieved from https://bit.ly/33x4X8q.

K-12 STANDARDS, CURRICULUM AND INSTRUCTION. (n.d.). Retrieved from

http://www.dpi.state.nc.us/curriculum/.

Mcdaniel, R. (2018, August 13). Bloom's Taxonomy. Retrieved from

https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/.

McLeod, K. (2015, September 6). 3 Ways to Identify and Survive a Culture of Deficit Thinking.

(n.d.). Retrieved from https://bit.ly/2L7yOxU.