Classroom Management
My goal for my classroom is to create a learning community where students feel welcomed as a member of the community, excited to learn, ready to be challenged, and have opportunities to practice being a good friend and citizen. I teach art so that students will explore new perspectives, learn about the society and their own characters. While teaching art with my knowledge and skills, I want my students to know that they are a part of the community, respected and supported. There may be some students with disruptive behaviors in my classroom, and I want my approach to lead those students to make better choices by having a mutually trusting and supportive relationships among the members in the community.
At the school I taught previously, I was encouraged by administration to punish students by calling the parents of the disruptive students during class and use punitive name clips with behavior chart. I disliked these techniques nor was I successful with them. Growing up in Japan, discipline with punishment techniques were not the tools that my parents and teachers used in school. I was motivated to make good choices by wanting to avoid disappointing feelings that I would have by not been able to accomplish or achieve the expectation of the adults that I admired. After my unsuccessful experiences with punishment tools that I copied from someone else at the school I taught, I came to realize that the tools I use have to be authentically mine. And for my tools to work, I must build a trusting community among the members.
I think once a trusting learning community is built, it will make students want to be a positive member. I will encourage them to challenge themselves and provide age appropriate positive reinforcement when they meet their expectations. When students behave negatively, the consequence for them will be noting that they are creating negativity in our trusting community. I will escalate this and eventually provide age appropriate negative reinforcement, which for the high school students may be to have a lower grade. Since my goal is to have students being a good friend and citizen, I will explicitly explain that their positive behavior in the community is crucial and therefore they will be weaved into their grades.
At the school I taught previously, I was encouraged by administration to punish students by calling the parents of the disruptive students during class and use punitive name clips with behavior chart. I disliked these techniques nor was I successful with them. Growing up in Japan, discipline with punishment techniques were not the tools that my parents and teachers used in school. I was motivated to make good choices by wanting to avoid disappointing feelings that I would have by not been able to accomplish or achieve the expectation of the adults that I admired. After my unsuccessful experiences with punishment tools that I copied from someone else at the school I taught, I came to realize that the tools I use have to be authentically mine. And for my tools to work, I must build a trusting community among the members.
I think once a trusting learning community is built, it will make students want to be a positive member. I will encourage them to challenge themselves and provide age appropriate positive reinforcement when they meet their expectations. When students behave negatively, the consequence for them will be noting that they are creating negativity in our trusting community. I will escalate this and eventually provide age appropriate negative reinforcement, which for the high school students may be to have a lower grade. Since my goal is to have students being a good friend and citizen, I will explicitly explain that their positive behavior in the community is crucial and therefore they will be weaved into their grades.