Leading and Managing a Classroom Learning Community

By Annie Kim
Rationale: Beliefs about relationships, teaching and learning, and behavior.

I believe building a strong trust-relationship between teacher and students is crucial in

creating a positive emotional environment and a safe community that foster each students

learning and development. As a Christian teacher, I should treat each students with respect and

dignity because they are children of God created in His image. They bring different prior

experiences, attitudes and expressions, charm and sociability, shyness and silliness and mastery

of sophisticated knowledge, as well as surprising, even funny misunderstandings in to

classroom (Oakes, p. 167). I think it is important to keep in mind that they are all loved by God.

I will love all students equally and accept them as who they are. In order to build this kind of

relationship, I have to spend more time and efforts to get to know them well enough to meet

their needs. I want to become a teacher who can respect students own views of reality and

thinking, but is wise at guiding them when it is wrong. I will be open to listening to their

opinions and decisions. I wish I could make a classroom where encouragement and support is

filled with.

I believe the role of a teacher is to help students to know about Gods creation because

every aspect of it speaks of the one who made it (Stronks, p.47). I want to create a learning

environment where students can learn by exploring and discovering under careful instructions

and abundant practices. I believe students learn best when they are able to apply their learning

into real situation. It is also important to understand each students learning styles and speed.

Students learn best in different ways, so teachers should use teaching methods that will fit their

learning. I would like to become a teacher who is keen to these differences and be able to adapt

to meet all students needs.

 I believe teacher can also be a life mentor. We not only teach them academically, we

also help students to grow as a mature person who take responsibility for ones own

development, to respond appropriately to the joys and needs of others, to try to understand as

much as possible about the world and to stand in wonder and awe about the parts on does not

understand and to live in harmony with others and with the world (Stronks, p.52). According

to Anita Woolfolk (2014), motivate means to encourage peoples inner resources- their sense

of competence, self-esteem, autonomy, and self-actualization is important (Woolfolk, p. 465).

Helping students to enhance their self-esteem, self-discipline, and moral autonomy makes them

feel safe and loved. I wish students can handle problems through effective communication and

self-regulation. I know communicating and paying attention to students make them feel safe

and cared. When they know they are loved, safe, and accepted, there will be less behavior

problems. I wish I could identify and be patient with their needs and desires.

Policy Statement and Procedures

Covenant (relationships) management:

Students are expected to

- Use kind words
- Respect yourself and others
- Not hurting or disrupting others by keeping their hands and feet to themselves
The teacher will
- Respect each student as an image of God
- Honor the diversity and see them as an asset
- Treat each individual fully and equally
- Set appropriate expectations and examples for the students

In order to help students to build strong trust-relationship with peers and teachers, I will have

regular circle time where we can share our stories or problems. Students will constantly work
with a group or a partner to help them learn how to work with others. I will talk about rules and

expectations at the beginning of the year and model/practice them throughout the year, so that

they can learn to respect and honor others.

Content (teaching and learning) management:

Students are expected to

- Do their own work and finish the assigned work at a given time
- Actively participate to learn
- Listen to and follow directions that are given
- Work collaboratively with others by communicating and helping
- Be responsible of their classroom and learning
The teacher will
- Teacher will teach the course of study with deep knowledge and clear instructions
- Use materials and methods to encourage and develop interest and motivation to learn
- Develop weekly plans with district curriculum
- Create a positive and safe learning environment for students
- Acknowledge the different strengths and weakness of students
To help students gain deeper understanding of the world, I will use abundant resources and

various materials to motivate and engage students. I will give them more opportunities to

explore and discover.

Conduct (behavior) management:

Students are expected to

- Sit crisscross
- Listen while others talk
- Raise hand before talking
- No running (walking feet) and no throwing
The teacher will
- Assist in developing character and desirable attitudes through modeling and support
 - Help students problem solve in an effective guidance
I will set expectations for behavior from the beginning of the year so that they know what is

right to do in the classroom. If a student fail to follow direction or behave in an appropriate

way, the consequences will be followed. I would first like to give students choices and chances

before the consequences. However, if the student still misbehaves, he/she wont be able to

participate in fun activity or games, take time-out at their table, take away their recess, call

parents, etc. I would like to use a point system which students earn points for behaving well

and every ten points, they will get a prize.

Sources
Froyen, L., & Iverson, A. (1999). Schoolwide and Classroom Management: The Reflective
Educator-Leader (3rd ed.). Upper Saddle River, NJ: Prentice-Hall

Oakes, J., Lipton, M., Anderson, A. & Stillman, J. (2012). Teaching to Change the World (4th
ed.). Boulder, CO: Paradigm

Stronks, J., & Stronks, G. (1999). Christian teachers in public schools. Grand Rapids: Baker.

Woolfolk, A. (2016). Educational Psychology (13th ed.). Upper Saddle River, NJ: Pearson.