SNAPSHOT:
I am a physical education teacher, and lover of the uncontained and immortal beauty of diversity! My philosophical approach for teaching in a diverse community is built upon the tenants of the Adventure Based Learning Model (the ABL model for short). In case you are not familiar with this model, it is the model used by the Boy Scouts of America. The ABL model focuses on student centered learning, and a view of the teacher as “facilitator.” The facilitator aids students in their discoveries, but does not give them the answers. Students are encouraged to problem solve, as a community unit, using teamwork-cooperation-communication-experimentation- & strategy. In other words, students participate in learning experiences that require the entirety of Bloom’s taxonomy of higher level thinking all the way through application and evaluation. The information student’s gain during their explorations is procured through authentic situations, and thus transfers well to life outside the classroom walls. I believe this learning method, paired with appropriate subject matter based on ability level and student experience, can promote high levels of student success. After all, it is my opinion that every student is capable of achieving. However, a student’s success is influenced by the environment they learn in as well. To this end, I have created a classroom management plan that incorporates preparation, support, and intervention components.
Prevention Approach:
Remember, the best way to control behavior issues in advance, is to keep the students engaged! With this fact in mind, I will design fun and interesting content (ahead of time) that aligns with the state standards (Physical Education, ELD, & Common Core). The content will also be relevant to the students. This is part of the “Win-Win” disciplinary approach (Scott, 2004). In this context, the word “relevant” means content that is age, experience, and ability appropriate. This aligns with my philosophical approach because it promotes high levels of student participation. I will also focus on creating learning experiences that are authentic and can transfer beyond the walls of the school. In this manner, I will be inviting students to learn information that can be useful in many realms of life. This aligns well with the “Positive Discipline” approach (Nelson, 1993) in that the authenticity fosters responsibility and student cooperation. This means that the content is performed in situations that mimic real life. For example, when practicing the movement skills associated with baseball, the students would perform on a baseball field and not a basketball court. Also, the terms that are used will be baseball terms, and the duties fulfilled by the students will be baseball related duties (such as pitcher, catcher, first base-person, etc.). I will also practice reflective teaching at all times. The practice of reflective-teaching aligns well with the “Beyond Discipline” approach (Kohn, 1996). This is aligned with my philosophical approach because the ABL method requires that the learning environment is appropriate and equitable for all students. This means that I will constantly evaluate the efficacy of the lesson as it relates to student success in all realms (age, experience, ability level, standards agreement, timing, etc.). To efficiently prepare for my learning activities and units, I will have extensions and adaptations ready to meet the varying abilities of my students. This will preserve the dignity of my students, and relates well to the “Discipline with Dignity” approach (Curwin, 1999). This approach is in line with my philosophy because it promotes a caring and nurturing learning environment where students feel safe. Addressing the varying abilities of students is sometimes referred to as differentiation. In the field of physical education, this involves having alternate activities prepared to meet the needs of students’ weaknesses and/or strengths. You will always have students who are ahead of the curve as well as students who are behind it. I will be prepared for both. That is part of having good content knowledge and an eye for error discrimination. Lastly, I will prepare rubric-based assessments that can be utilized initially, formatively, and summatively. It is important to conduct an initial assessment in order to gauge students’ ability levels and experience. Also, I will instruct the class to perform self and peer assessments at different times throughout each learning unit. To allow myself as much time as possible with the students who need it most, I will utilize some students who have exemplary skills. These students will have an opportunity to help their peers and earn community points, which will go toward their grade. This approach is part of the “Inner Discipline” approach, because it allows students the opportunity to earn trust and assume responsibility while they are helping their peers (Colorosco, 2002). This supports the ABL model well in that this approach requires cooperation and communication (between peers).
Support & Practice:
To begin, it needs to be stated that the rules, routines, and classroom norms that are created need to be practiced just like any other skill in order to become concrete and automatic. I would incorporate the students in developing the classroom rules (when to speak, how to get permission to address the class/answer a question, go to the bathroom, leave to get a drink, etc.). This is in line with the “Discipline With Dignity” approach (Curwin, 1999), and aligns with my philosophy because it entails making every student feel important. Then, I would create the routines (aimed at cutting down on managerial time). I would also discuss the social norms that need to be present in the learning environment/community in order to maintain a warm and nurturing community atmosphere. This is aligned with the “Beyond Discipline” approach (Kohn, 1996), and is congruent with my philosophy because the focus is on developing a caring and supportive classroom community. I would also inform the students on verbal cues and what they mean. The seating chart would begin with flexibility – the students would be invited to choose where they sat as long as the rotation was boy-girl-boy-girl. This illustrates the “Cooperative Discipline” approach (Albert, 1989), and aligns with my philosophy because acceptance and attention are promoted. Students would participate in community building activities at the beginning of the school year to promote synergy and acceptance. The students would also help to create the behavior contract, which states appropriate behaviors and consequences for misbehavior (this too promotes “buy in”). This is an example of the “Inner Discipline” approach (Colorosco, 2002), which is in line with my philosophy because it involves the 3 “R’s” – restitution, resolution, and reconciliation.
Intervention:
To begin with, I would verbally point out a behavior I didn’t like being performed by a student (example = talking while I’m talking). I would explain that these types of distractions affect the learning community. This is in line with the “Beyond Discipline” approach (Kohn, 1996), because the effects on the community are emphasized. It aligns with my philosophy because the focus is on the learning community at all times. When pointing out any type of behavior, I would use positive-specific feedback. This is in line with the “Cooperative Discipline” approach (Albert, 1989), and it is in line with my philosophy because students’ self-efficacy is preserved and lifted. If the behavior persisted, I would give them a warning that the next time it happened I would need to speak to them (student) after class. This is in line with the “Discipline with Dignity” approach (Curwin, 1999), because I would save the conversation for after class and away from prying eyes/ears - thus, saving the student from undue embarrassment or humiliation. During that conversation I would let the student know that I was going to call home. If after calling home the behavior continued to persist and interrupt class, I would request a meeting with the parents. This is in line with the “Positive Discipline” approach (Nelson, 1993), because authority is shared between the educator, student, and parents. This works well with my philosophy because the parents are part of the learning partnership and community.
Conclusion:
The components of planning (introduction, support &practice, and intervention) work well with my educational philosophy because it is an “inquiry” based model of academic exploration. An “inquiry” based model of education requires that students take risks. As such, they need to feel safe to do so, which is prompted by a safe and nurturing learning community. The efficacy and sound-nature of the learning community is of paramount importance. The facilitator must create this environment by implementing preventative practices from the very first day. Moreover, the facilitator must allow students to practice the concepts that have been learned, and provide a support framework for success. Lastly, the facilitator must be able to protect the environment, and student’s safety, by appropriately intervening when the students or learning community/atmosphere are in jeopardy.
- I am an advocate of the Adventure Based Learning Model & teacher as "facilitator" in a student centered classroom
- I advocate the use of Bloom's taxonomy where students are encouraged to problem solve using teamwork-cooperation-communication-experimentation- & strategy.
- I utilize authentic learning situations - students NEED to know why they are doing what they are doing & when these things can be used outside of school
- Content must address state Physical Education, ELD, & Common Core standards to be equitable
- Great Teachers are Reflective Teachers - period
- Effective content must include adaptations and modifications for varying ability levels (not determined by age alone) - differentiation is a must
- Education involves the documentation of learning which should be assessed initially, formatively, and summatively to be valid (in the scientific sense)
- Effectively implemented rules and routines cut down on managerial time and increase instructional time, which benefits all students
- The best thing you can do as a teacher is let your students know you CARE
- When using disciplinary actions - remember your student's dignity and remember that you don't know exactly what is going on at home
FOR A LONGER EXPLANATION OR POINT-CLARIFICATION - PLEASE READ BELOW
I am a physical education teacher, and lover of the uncontained and immortal beauty of diversity! My philosophical approach for teaching in a diverse community is built upon the tenants of the Adventure Based Learning Model (the ABL model for short). In case you are not familiar with this model, it is the model used by the Boy Scouts of America. The ABL model focuses on student centered learning, and a view of the teacher as “facilitator.” The facilitator aids students in their discoveries, but does not give them the answers. Students are encouraged to problem solve, as a community unit, using teamwork-cooperation-communication-experimentation- & strategy. In other words, students participate in learning experiences that require the entirety of Bloom’s taxonomy of higher level thinking all the way through application and evaluation. The information student’s gain during their explorations is procured through authentic situations, and thus transfers well to life outside the classroom walls. I believe this learning method, paired with appropriate subject matter based on ability level and student experience, can promote high levels of student success. After all, it is my opinion that every student is capable of achieving. However, a student’s success is influenced by the environment they learn in as well. To this end, I have created a classroom management plan that incorporates preparation, support, and intervention components.
Prevention Approach:
Remember, the best way to control behavior issues in advance, is to keep the students engaged! With this fact in mind, I will design fun and interesting content (ahead of time) that aligns with the state standards (Physical Education, ELD, & Common Core). The content will also be relevant to the students. This is part of the “Win-Win” disciplinary approach (Scott, 2004). In this context, the word “relevant” means content that is age, experience, and ability appropriate. This aligns with my philosophical approach because it promotes high levels of student participation. I will also focus on creating learning experiences that are authentic and can transfer beyond the walls of the school. In this manner, I will be inviting students to learn information that can be useful in many realms of life. This aligns well with the “Positive Discipline” approach (Nelson, 1993) in that the authenticity fosters responsibility and student cooperation. This means that the content is performed in situations that mimic real life. For example, when practicing the movement skills associated with baseball, the students would perform on a baseball field and not a basketball court. Also, the terms that are used will be baseball terms, and the duties fulfilled by the students will be baseball related duties (such as pitcher, catcher, first base-person, etc.). I will also practice reflective teaching at all times. The practice of reflective-teaching aligns well with the “Beyond Discipline” approach (Kohn, 1996). This is aligned with my philosophical approach because the ABL method requires that the learning environment is appropriate and equitable for all students. This means that I will constantly evaluate the efficacy of the lesson as it relates to student success in all realms (age, experience, ability level, standards agreement, timing, etc.). To efficiently prepare for my learning activities and units, I will have extensions and adaptations ready to meet the varying abilities of my students. This will preserve the dignity of my students, and relates well to the “Discipline with Dignity” approach (Curwin, 1999). This approach is in line with my philosophy because it promotes a caring and nurturing learning environment where students feel safe. Addressing the varying abilities of students is sometimes referred to as differentiation. In the field of physical education, this involves having alternate activities prepared to meet the needs of students’ weaknesses and/or strengths. You will always have students who are ahead of the curve as well as students who are behind it. I will be prepared for both. That is part of having good content knowledge and an eye for error discrimination. Lastly, I will prepare rubric-based assessments that can be utilized initially, formatively, and summatively. It is important to conduct an initial assessment in order to gauge students’ ability levels and experience. Also, I will instruct the class to perform self and peer assessments at different times throughout each learning unit. To allow myself as much time as possible with the students who need it most, I will utilize some students who have exemplary skills. These students will have an opportunity to help their peers and earn community points, which will go toward their grade. This approach is part of the “Inner Discipline” approach, because it allows students the opportunity to earn trust and assume responsibility while they are helping their peers (Colorosco, 2002). This supports the ABL model well in that this approach requires cooperation and communication (between peers).
Support & Practice:
To begin, it needs to be stated that the rules, routines, and classroom norms that are created need to be practiced just like any other skill in order to become concrete and automatic. I would incorporate the students in developing the classroom rules (when to speak, how to get permission to address the class/answer a question, go to the bathroom, leave to get a drink, etc.). This is in line with the “Discipline With Dignity” approach (Curwin, 1999), and aligns with my philosophy because it entails making every student feel important. Then, I would create the routines (aimed at cutting down on managerial time). I would also discuss the social norms that need to be present in the learning environment/community in order to maintain a warm and nurturing community atmosphere. This is aligned with the “Beyond Discipline” approach (Kohn, 1996), and is congruent with my philosophy because the focus is on developing a caring and supportive classroom community. I would also inform the students on verbal cues and what they mean. The seating chart would begin with flexibility – the students would be invited to choose where they sat as long as the rotation was boy-girl-boy-girl. This illustrates the “Cooperative Discipline” approach (Albert, 1989), and aligns with my philosophy because acceptance and attention are promoted. Students would participate in community building activities at the beginning of the school year to promote synergy and acceptance. The students would also help to create the behavior contract, which states appropriate behaviors and consequences for misbehavior (this too promotes “buy in”). This is an example of the “Inner Discipline” approach (Colorosco, 2002), which is in line with my philosophy because it involves the 3 “R’s” – restitution, resolution, and reconciliation.
Intervention:
To begin with, I would verbally point out a behavior I didn’t like being performed by a student (example = talking while I’m talking). I would explain that these types of distractions affect the learning community. This is in line with the “Beyond Discipline” approach (Kohn, 1996), because the effects on the community are emphasized. It aligns with my philosophy because the focus is on the learning community at all times. When pointing out any type of behavior, I would use positive-specific feedback. This is in line with the “Cooperative Discipline” approach (Albert, 1989), and it is in line with my philosophy because students’ self-efficacy is preserved and lifted. If the behavior persisted, I would give them a warning that the next time it happened I would need to speak to them (student) after class. This is in line with the “Discipline with Dignity” approach (Curwin, 1999), because I would save the conversation for after class and away from prying eyes/ears - thus, saving the student from undue embarrassment or humiliation. During that conversation I would let the student know that I was going to call home. If after calling home the behavior continued to persist and interrupt class, I would request a meeting with the parents. This is in line with the “Positive Discipline” approach (Nelson, 1993), because authority is shared between the educator, student, and parents. This works well with my philosophy because the parents are part of the learning partnership and community.
Conclusion:
The components of planning (introduction, support &practice, and intervention) work well with my educational philosophy because it is an “inquiry” based model of academic exploration. An “inquiry” based model of education requires that students take risks. As such, they need to feel safe to do so, which is prompted by a safe and nurturing learning community. The efficacy and sound-nature of the learning community is of paramount importance. The facilitator must create this environment by implementing preventative practices from the very first day. Moreover, the facilitator must allow students to practice the concepts that have been learned, and provide a support framework for success. Lastly, the facilitator must be able to protect the environment, and student’s safety, by appropriately intervening when the students or learning community/atmosphere are in jeopardy.