I. Philosophy of Management
My management style has always aligned with Canter’s philosophy on assertive discipline and Levin & Nolan’s (2014) definition of legitimate authority, where students behave because the teacher is an authority figure who must be respected. Although these styles may seem to depict a negative connotation, as I learned more about the different philosophies of classroom management, I realized they are very structured and supportive of the student. I go into more detail about my beliefs in my blog: Luissette’s Philosophical Approach to Classroom Management.
II. Classroom Environment
I envision my classroom as an ideal learning environment for all children. I would ensure there is adequate space, lighting, and different seating arrangements. Table groups will facilitate collaboration and group discussion. Students will be placed in seating arrangements based on their learning needs. For example, I would place a strong reader next to a struggling reader, or a student who may have discipline problems closer to the front of the room. I will display student achievements and classroom norms on bulletin boards. The classroom norms will be made up of rules and procedures that all students agree upon. There will be a cozy reading area organized with a diverse array of multicultural books of different reading levels There will be bean bags for comfort. Most importantly, I will create a classroom where students feel cared for and safe!
III. FEAPS Evidence
1a. Aligns instruction with state-adopted standards at the appropriate level of rigor
Accomplished through creating lesson plans that are based off of Florida Standards
luissette.weebly.com/blog/category/feap-1a
1b. b. Sequences lessons and concepts to ensure coherence and required prior knowledge
http://luissette.weebly.com/blog/category/feap-1b
1c. Designs instruction for students to achieve mastery
All lesson plans conducted during internship
http://luissette.weebly.com/reference-material.html
1d. Selects appropriate formative assessments to monitor learning
Created Spreadsheets to monitor learning and implement student needs in lesson planning
http://luissette.weebly.com/blog/category/feap-1d
1e. Uses diagnostic student data to plan lessons
http://luissette.weebly.com/blog/category/feap-1e
1f. Develops learning experiences that require students to demonstrate a variety of applicable skills and competencies
All lesson plans written during internship (Different teaching strategies)
http://luissette.weebly.com/reference-material.html
2a. Organizes, allocates, and manages the resources of time, space, and attention
http://luissette.weebly.com/blog/category/feap-2a
2b. Manages individual and class behaviors through a well-planned management system
http://luissette.weebly.com/blog/category/feap-2b
2c. Conveys high expectations to all students
http://luissette.weebly.com/blog/category/feap-2c
2d. Respects students’ cultural linguistic and family background
Embraced the diversity of the classroom and used resources (books, websites, and educational magazines) to promote cultural awareness.
http://luissette.weebly.com/blog/category/feap-2d
2e. Models clear, acceptable oral and written communication skills
Spoken in a clear, loud, teacher voice and written neatly and cohesively so students could understand and emulate.
http://luissette.weebly.com/blog/category/feap-2e
2f. Maintains a climate of openness, inquiry, fairness and support
Ensured all students received equitable training and provided supportive encouragement and positive reinforcement.
http://luissette.weebly.com/blog/category/feap-2f
2g. Integrates current information and communication technologies
Incorporated current events, such as the election into social studies read-aloud.
http://luissette.weebly.com/blog/performance-task-conduct-a-read-aloud
luissette.weebly.com/blog/category/feap-2g
2h. Adapts the learning environment to accommodate the differing needs and diversity of students
Assisted in the reorganization of students and student desks, based on the needs of the students.
luissette.weebly.com/reference-material.html
http://luissette.weebly.com/blog/category/feap-2h
2i. Utilizes current and emerging assistive technologies that enable students to participate in high-quality communication interactions and achieve their educational goals (what is this? using a highlighter, using a graphic organizer, audio books, dictionaries, slant board, pencil grip, seat cushion for focusing, and so on....)
Encouraged the use of computer workstations to accomplish reading counts assessments. Ensured a student with physical limitations had appropriate seating arrangement. Ensured 5th grade students were able to complete I-ready lessons and assessments based on their individual and unique assessment scores.
http://luissette.weebly.com/blog/category/feap-2i
http://luissette.weebly.com/blog/lesson-plan-implementation-reflection-and-analysis-supervisor-observation-2
3a. Deliver engaging and challenging lessons
Conducted small group, whole-class, guided reading lessons.
luissette.weebly.com/blog/category/feap-3a
3b. Deepen and enrich students' understanding through content area literacy strategies, verbalization of thought, and application of the subject matter
http://luissette.weebly.com/blog/category/feap-3b
http://luissette.weebly.com/reference-material.html
3c. Identify gaps in students’ subject matter knowledge
http://luissette.weebly.com/blog/category/feap-3c
3d. Modify instruction to respond to preconceptions or misconceptions
http://luissette.weebly.com/blog/category/feap-3d
3e. Relate and integrate the subject matter with other disciplines and life experiences
Related instruction to real life experiences by allowing students to make connections with the lesson.
luissette.weebly.com/blog/category/feap-3e
3f. Employ higher-order questioning techniques
Used questioning that leads to inferential thinking.
luissette.weebly.com/blog/category/feap-3f
3g. Applied varied instructional strategies and resources, including appropriate technology, to teach for student understanding
http://luissette.weebly.com/blog/category/feap-3g
3h. Differentiate instruction based on an assessment of student learning needs and recognition of individual differences in students
http://luissette.weebly.com/blog/category/feap-3h
3i. Support, encourage, and provide immediate and specific feedback to students to promote student achievement
luissette.weebly.com/blog/category/feap-3i
3j. Utilize student feedback to monitor student needs and adjust instruction
Frequently utilized student self-assessment data to adjust instruction
http://luissette.weebly.com/reference-material.html
4a. Analyzes and applies data from multiple assessments and measures to diagnose students' learning needs, informs instruction based on those needs, and drives the learning process
Inquiry Paper
http://luissette.weebly.com/reference-material.html
http://luissette.weebly.com/blog/category/feap-4a
4b. Designs and aligns formative and summative assessments that match learning objectives and lead to mastery
Developed assessments as they relate to the lessons during planning.
http://luissette.weebly.com/blog/category/feap-4b
4c. Uses a variety of assessment tools to monitor student progress, achievement, and learning gains
Lesson Planning and Inquiry Paper reference use of multiple assessment tools used throughout my internship.
http://luissette.weebly.com/reference-material.html
4d. Modifies assessments and testing conditions to accommodate learning styles and and varying levels of knowledge
Inquiry Paper
http://luissette.weebly.com/reference-material.html
4e. Shares the importance of student assessment data with the student's parent/caregiver
Parent/Teacher Communication
http://luissette.weebly.com/reference-material.html
4f. Applies technology to organize and integrate assessment information
Created spreadsheets for collecting data.
http://luissette.weebly.com/blog/category/feap-4f
5a. Designs purposeful professional goals to strengthen the effectiveness of instruction based on student needs
Teach the students in a whole-class setting, while utilizing as many of the eight elements of literacy instruction as possible.
Teach students using a variety of different strategies (5E's, Direct Instruction, Jigsaw) as witnessed in lesson plans
luissette.weebly.com/blog/category/feap-5a
http://luissette.weebly.com/reference-material.html
5b. Examines and uses data-informed research to improve instruction and student achievement.
Used student assessment data, along with inquiry based research to develop new teaching strategies.
http://luissette.weebly.com/blog/category/feap-5b
http://luissette.weebly.com/reference-material.html
5c. Uses a variety of data, independently, and in collaboration with colleagues, to evaluate learning outcomes, adjust planning and continuously improve the effectiveness of the lessons
Collaborated with CT on the developing lessons based on student needs.
http://luissette.weebly.com/blog/category/feap-5c
5d. Collaborates with the home, school and larger communities to foster communication and to support student learning and continuous improvement
Attended weekly planning meetings with school and 5th grade PLC's
Attended two Hillsborough County Public Schools Workshops with Collaborating Teacher
Participated in several parent-teacher conferences throughout my level II and III internship
http://luissette.weebly.com/reference-material.html
In order to demonstrate this FEAP, I chose to use two artifacts:
1. Collaborating with the home by sending grades and other administrative information home to the parents.
2. Collaborating with the community by attending Hillsborough County Public School Workshops with my CT.
Both of the artifacts can be seen in my reference page. I chose parent collaboration because I feel it is very important to communicate with parents/caregivers about anything that may inhibit a student from performing their best in school. I chose collaborating with the community through attending workshops because I feel teachers are always learning how to be better in their profession and it is important to show continuous improvement.
5e. Engages in targeted professional growth opportunities and reflective practices
Continuous reflection through blogs and reports
http://luissette.weebly.com/blog/category/feap-5e
5f. Implements knowledge and skills learned in professional development in the teaching and learning process
Researched and wrote Inquiry paper
http://luissette.weebly.com/reference-material.html
6. Professional Responsibility and Ethical Conduct
Ethics Questions (Paper)
http://luissette.weebly.com/reference-material.html
IV. Reflection
Taking into consideration my preferred philosophy of management as an assertive discipline approach and the way I would like my classroom environment to be, I believe that well-defined and established norms (FEAP 2b), along with an environment that promotes equality, diversity, pride and a sense of community (FEAPs 2d &2f), will be an ideal place for students to spend their days learning. As I progress through my studies and continue to grow as an educator, I intent to learn to overcome the challenges presented to me and ensure every student, regardless of social-economic status, performs to the best of their ability by setting high standards and expections (FEAP 2c). I plan on identifying students who may not have the same learning experience in school through observation and questioning. I will need to get to the core of the situation by getting to know my students on a personal level and by building a strong classroom community. As I do, I would like to incorporate a variety of multicultural material into my lessons, so students can begin identifying with books, materials and activities FEAP 2h).
I have confidence that my beliefs and my determination will be a catapult for what is yet to come in my field experience. My philosophy of classroom management and my experience as an intern so far have aligned perfectly, mainly because my collaborating teacher and I share similar beliefs. I have had several opportunities to accomplish tasks that coincide with my beliefs, as evidenced above in my blogs. I am looking forward to learning more. It is my goal to teach all students in a way they feel safe and encouraged to perform at their greatest capability. Although my beliefs about teaching may shift, my students’ needs will always determine how my classroom will be managed to make it an environment conducive to learning.
Charles, C. M. Linda Albert's 'Cooperative Discipline'. In Building classroom discipline. Boston. Allyn and Bacon. 2002. Ch. 5. pp. 67-84.
Charles, C. M. Alfie Kohn’s ‘Beyond Discipline’. In Building classroom discipline. Boston. Allyn and Bacon. 2002. Ch. 12. pp. 189-204.
Levin, J., & Nolan, J. F. (2014). Principles of classroom management: A professional decision-making model, (7th Ed.). Boston: Pearson.
Wolfgang, C. H. (unknown). Chapter 4: Assertive Discipline, pp. 79-99.