Teacher Action Plan
EDU 406 Classroom Management Katherinne Lehmann
PHILOSOPHY OF CLASSROOM MANAGEMENT
As an educator, I am drawn to the constructivist theory of learning. The Social Constructivist theory states that students are influenced by their interactions with each other; with the teacher; and with the broader context of the school, community, and culture (Bloom, 2009, p. 20). It became critical that I somehow learn how to successfully blend my role as a teacher and school counselor.
As a student, I am learning the process.
I choose to remain positive!
Effective intervention has everything to do with attitude.
How to determine your personal teaching style
I learned that I am a facilitator. “This teaching style emphasizes student-centered learning, with much of the responsibility placed on the students to take the initiative for meeting the demands of various learning tasks. This type of teaching style works best for students who are comfortable with independent learning and who can actively participate and collaborate with other students. Teachers with this style typically design group activities which necessitate active learning, student-to-student collaboration and problem solving. This type of teacher will often try to design learning situations and activities that require student processing and application of course content in creative and original ways.
-this is a perfect fit.
Blending my teaching and school counseling roles
The constructivist learning theory and objectives align perfectly with the Adlerian School Counseling (ASC) theory.
ASC goals contend that all student's:
-believe that they count
CLASSROOM PROCEDURES and RULES
Routine offers students a familiar environment with clear expectations and a sense of knowing what to do.
I will find and support the all kids that need me most. I will not overlook those who need me. I will not shy away from hard work.
I will treat students the way that I want to be treated. Some expect respect, but it should be earned.
I will tell my students that knowledge is power. I will advocate for students and families, even if it does not make me popular.
I will look for the underlying need under the behavior. Trust is often a test.
I will display a positive attitude in the classroom and outside the classroom.
I will never give up on a child. When I am in over my head, I will ask for help.
I will go above and beyond for students. Who I am to hold them back. Who knows what they will become.
I will remember that not all children have the life I have. Families do the best they can with what they have. All parents love their kids.
I will remain creative and remember to sometimes think outside the box.
BUT.... ABOVE ALL ELSE....
OUTCOMES AND ASSESSMENT
The Classroom Environment Scale contrasts teacher and student perceptions of the classroom in the actual and preferred learning environments. The instrument is intended to help diagnose problems or identify areas that could benefit from change.