Professional Documents
Culture Documents
Philosophy: I believe that a positive classroom environment can only be achieved if the educator knows their
learners and are able to construct engaging and relevant lessons for learners. Another factor that is important
within a successful classroom environment is the promotion of feeling welcome, valued, safe and able to
speak their opinion on scholar topics. I think that learners excel within their learning when there are clear
expectations, rules and consequences allowing them to make choices in regards to their own learning.
Another point that I think will help a learner excel within the classroom is the reinforcement of positive and
productive work and behaviors modeled within the classroom. I think that a range of different teaching
pedagogies such as explicit lesson, group work, rotations and discussions will help promote successful
educational outcomes as well a welcoming and productive classroom learning environment.
Discipline: Discipline involves and includes methods to help prevent and respond to behavioral issues so they
it prevents them from occurring in the future (Slavin, 2009 as cited in Ambrosetti, 2016). My belief is that
negative behaviors requiring discipline are displayed within the classroom as a result of how learners feel in
the classroom and their interest and engagement level. One theory that I think is a positive way to reflect my
philosophy and practice is the Logical Consequences Theory by Driekurs (Ambrosetti, 2016). This needs
based theory promotes treating children with a positive approach to learning and by acknowledging unfulfilled
needs that are at the centre of the behavioral issues (Ambrosetti , 2016). From this it is promoted that a task/
activity is selected to help cater for or fulfill the need to ensure learners engagement and to stop issues of the
learners disruptive behaviour. Following Driekers theory, positive classroom behaviour is orderly and
purposeful; in my learning environment I wish to ensure that with effective discipline will help achieve this.
Another theory that I feel reflects my approach to discipline is the assertive discipline theory from Lee and
Marlene Canter. This theory focuses on establishing a disciplining plan and setting clearer rules to be set and
explicitly taught within the classroom (Gordon, Ford & Arthur-Kelly, 2010, p. 11). This process allows me as
educator to be assertive yet also supportive and approachable for my learners.
Learning: I believe that the learning theory that best relates to my learning classroom is Gardners Multiple
Intelligences theory (Gardner, 2015). I think that this theory best fits for my learning environment as it
promotes the importance of catering for diverse needs within the classroom as it recognizes that all learners
think and learn in different ways. It relatable as it applies opportunities of differentiation, as well as helps
introduce concepts in a way that children will be learn through (Gardner, 2015). Similar to Gardners theory,
my classroom expectations are of a high standard and relate to students motivation to learn and try their best
at all set tasks (Marsh, 2010).
I expect that all my learners will aim high as I believe that high expectations are essential, as they drive
learners to strive and I plan to implement them within my teaching. I expect that all try their hardest in every
My expectations
of learners
situation they encounter. I wish to ensure that all learners feel comfortable in their learning environment so that
they are willing to ask questions when unsure and are willing to investigate topics in which they struggle with.
I expect and wish that all my learners and I share a respectful relationship so that we can work together to
Follow the daily five (eyes on teacher, ears listening, mouth quiet, shit up straight, arms and feet still)
Give choice/warning
Move student away from their
Write the name of the child disrupting on the whiteboard.
Time out time where they are required to sit out of activities and write out why they are doing so.
Phone call home to parents or guardians.
M Card (suspension warning card)
Rule reminder
Complete work in own time
Rule reminder
Detention (sitting in library at lunch doing maths or English work)
rules
Make students aware of classroom
of working well.
Use and promote gestures such as hands on
head/ nose to signify finish of task. (Can be used
as a way of seeking readiness of learners as well
expectations
Reinforcing and commend positive
behavior
Wait for silence, making learners aware
dwell on.
Remind learners of the daily 5: eyes on
teacher, ears listening, mouth quiet, arms
by your side, and feet still.
as an engagement strategy)
(Marsh, 2010, p.213)
Supportive strategies are used to help support learners
needs.
Having a quiet discussion with learners
Supportive
Corrective
classroom.
Encourage learners and providing them
them a compliment.
When learners are struggling give them
up.
Asking and engaging learners by asking for
bad choices.
Enforce Daily five - eyes on teacher, ears
Non Verbal:
-
stop.
Tapping a learner on the shoulder.
Signalling or making gestures to ensure they stop.
Pausing and waiting for learners.
Maintaining calmness, respect and detachment
Verbal Redirect
-
Redirection
-
Stimulus/topic changes
Defuse the negative situation
Practice and promote active listening skills
Enacting consequences
Explain and sympathies with the learner how they have not met the expectations and broke classroom rules.
Explain where you think they went wrong and explain the possible consequences of the issue they have created.