Teacher Action Plan

EDU 406 Classroom Management Katherinne Lehmann

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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!

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Effective intervention has everything to do with attitude.

Code of Conduct Link

Kids don't care what you know...until they know you CARE.

Classroom Mission

We promote creativity.

We do second chances.

We help each other.

We look for the positives.

We learn together.

We use "I" statements.

We celebrate each other.

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:

-feel connected

-feel capable

-demonstrate courage

-believe that they count

CLASSROOM PROCEDURES and RULES

Classroom Procedures Link

Routine offers students a familiar environment with clear expectations and a sense of knowing what to do.

THEORETICAL BELIEFS

BUT.... ABOVE ALL ELSE....

It is ok to make mistakes!

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.

Classroom Environment Scale (CES)

It is simple to administer and only takes approximately 15 minutes to complete.