My philosophy
I believe the classroom is a place for students to work on and gain new interpersonal skills. Students should be taught the rules and procedures of the school and classroom on day one, so that they are not confused as to what is expected of them. My classroom management style fosters individual choices, emphasizes positive interaction, as well as encourages students to think metacognitively about their choices.
I believe that giving a child the power of choice enables them to gain power over themselves. This is an authentic way of teaching students to maneuver the real world. When students are taught the power of choice, they are also taught the effects of their own choices. Choice allows a student to say "I am in charge of myself, and I have the power to make good and bad choices." When people including children feel out of control, our natural instinct is to do anything we can in order to perceive that we are back in control. In the classroom, this manifests as a power struggle between teacher and student. By giving children choices, we give them structured guidelines that are acceptable for what we are asking of them and yet they are given freedom to choose and be in control of their choices.
I believe students should be taught in an environment that focuses on positive interaction. Conscious Discipline operates on the idea that what we focus on, we get more of. In order to reinforce solid, lasting, positive behaviors in my students, I must focus on the positive habits and behaviors that occur. In my own personal experience, I have seen children react to what they felt labeled as. If a teacher or myself noticed negative behaviors but failed to point out positive ones, the student continued the undesired behavior because their positive actions weren't noticed anyway.
I believe thinking metacognitively is an imperative social, emotional, and educational skill. I challenge students to think about the "why" factor in their actions and reactions.
Having this skill shows the student their own personal triggers, what triggers others, and teaches them how to change their behavior for better outcomes in the future. As a student thinks reflectively, they use higher order thinking skills. This is also beneficial in academics in reaching the highest levels in Bloom's Taxonomy.
I believe that giving a child the power of choice enables them to gain power over themselves. This is an authentic way of teaching students to maneuver the real world. When students are taught the power of choice, they are also taught the effects of their own choices. Choice allows a student to say "I am in charge of myself, and I have the power to make good and bad choices." When people including children feel out of control, our natural instinct is to do anything we can in order to perceive that we are back in control. In the classroom, this manifests as a power struggle between teacher and student. By giving children choices, we give them structured guidelines that are acceptable for what we are asking of them and yet they are given freedom to choose and be in control of their choices.
I believe students should be taught in an environment that focuses on positive interaction. Conscious Discipline operates on the idea that what we focus on, we get more of. In order to reinforce solid, lasting, positive behaviors in my students, I must focus on the positive habits and behaviors that occur. In my own personal experience, I have seen children react to what they felt labeled as. If a teacher or myself noticed negative behaviors but failed to point out positive ones, the student continued the undesired behavior because their positive actions weren't noticed anyway.
I believe thinking metacognitively is an imperative social, emotional, and educational skill. I challenge students to think about the "why" factor in their actions and reactions.
Having this skill shows the student their own personal triggers, what triggers others, and teaches them how to change their behavior for better outcomes in the future. As a student thinks reflectively, they use higher order thinking skills. This is also beneficial in academics in reaching the highest levels in Bloom's Taxonomy.