Philosophy of Education

Teaching is a practice that takes time, effort, and determination in order to be successful. Mastery is never guaranteed. All children are different therefore they all bring new challenges to teachers. Teachers need to be motivated in order to teach their students. They need to be excited so that their students will be excited to learn. For classrooms to be successful there needs to be order and organization. A teacher should have a discipline plan in effect and an organization plan. A teacher needs to be open minded to new ideas and strategies in order to be successful. An open mind makes a great classroom

Motivation is key in many situations of learning. If a teacher is excited to do a lesson or unit then chances are the students will catch their excitement. Learning should be fun. Teacher should strive to make their lessons personal to the students. If a student is engaged then their learning ability goes up. Students will want to learn and participate in the activities in the classroom. When a teacher makes a lesson personal or fun a student will be more eager to learn and be excited to learn. All teachers want their classrooms to be a fun learning environment in which all students learn. All students deserve a chance and if a teacher reaches out to his/her students then the children will feel wanted. They will feel as if they are wanted in that classroom and his/her presence is needed. All students need to feel that satisfaction. It is a student’s right to have a safe learning environment with a teacher who cares for their education.

For a classroom to run smoothly the teacher needs to be organized. Everything should be taken into consideration. Such tasks that should be looked at are arrangement of the room, where students will hand in homework, where students will keep their belongings, how they will ask questions, and many other factors. All lessons and materials need to be ready beforehand. If a student sees that their teacher has put time and effort into the material then they will get excited. Students do notice such actions. The classroom should be comfortable and safe for all students. A certain comfort level is needed so that the students are ready to learn. All materials that are needed by students should be where they can reach them or access them. A classroom is not just the teacher’s, it’s the student’s also.

Discipline is always a big issue for teachers. When a teacher goes into a school for the first time one of their very first worries is discipline in the classroom. They may have understandable questions such as how will I make my classroom a suitable learning environment where all students are using acceptable behaviors, not distracting other students, and in general having the best educational experience they can possibly have? Before a teacher goes into a classroom they need to have a plan and be ready to follow through with their plan. They should use some strategies to prevent the unacceptable behaviors. By stopping misbehaviors in their tracks teachers can avoid loss of time, loss of attention, and loss of patience. Teachers should also have a plan for supportive discipline in place. By having these strategies teachers can prevent a lot of stress. Lastly, teachers should have a corrective discipline plan. They need to have suitable theories on what will happen if a student acts inappropriately.

A teacher needs to be willing to work. They need to be flexible in order to overcome many obstacles that may come their way. Every year their class is going to be different so a teacher needs to adjust to the surroundings. They need to take everything into consideration and be ready. If a teacher is motivated and excited to get his/her students motivated then they are on the right track. I am a firm believer that if you keep your students busy then they will learn, behave positively, and have fun. All teachers need to take the appropriate actions to make their classroom a fun, organized learning environment.

When a teacher goes into a school for the first time one of their very first worries is discipline in the classroom. They may have understandable questions such as how will I make my classroom a suitable learning environment where all students are using acceptable behaviors, not distracting other students, and in general having the best educational experience they can possibly have? Before a teacher goes into a classroom they need to have a plan and be ready to follow through with their plan. They should use some strategies to prevent the unacceptable behaviors. By stopping misbehaviors in their tracks teachers can avoid loss of time, loss of attention, and loss of patience. Teachers should also have a plan for supportive discipline in place. By having these strategies teachers can prevent a lot of stress. Lastly, teachers should have a corrective discipline plan. They need to have suitable theories on what will happen if a student acts inappropriately.

Preventive Discipline strategies should be used at all times. By using preventive ideas to avoid discipline teachers waste less time dealing with misbehavior and more time teaching. All teachers should have a mentality that all students have rights and needs. William Glasser says that all students have basic needs and they need to be met. If they are not met then they will act up.[1] The basic needs are a sense of survival, a sense of power, a sense of freedom, a sense of belonging, and having fun. When teachers respect students’ needs and figure out how to make their educational experience a successful one then chances are children will not act up or get into trouble. They are all to be respected and given a chance to be heard. As Lee and Marlene Canters say, “student rights and needs include a caring teacher who persistently works to foster the best interests of students.”[2] Teachers need to have compassion and a sense of ownership to their students. If a teacher excites a child to learn and appeals to their personal interests then the student will be motivated. Motivation is an element that is greatly needed in the classroom. When a teacher motivates a child to learn then the child will have fun learning. If a student feels that the lesson pertains to their life or if they have some responsibility then they will not misbehave.

There are some specific supportive discipline techniques that can be used such as physical proximity, eye contact, and facial expressions. All these can be used in a supportive way to get students back on track when they are performing minor misbehaviors. Such tactics as these almost always work and are very easy to perform. A teacher probably uses them and will not even realize. These actions will usually redirect possible misbehavior. Fred Jones maintains that “good discipline depends in large measure on teachers making effective use of body language and teachers are most effective in setting limits when they use their bodies correctly but say nothing and take no other action.”[3] The way a teacher places their self in the room will create a positive effect on the classroom. When a student is getting off track the teacher could slowly walk by the student, getting closer, so that the student knows they are watching them. By doing this the misbehavior is halted. Teachers can also use eye contact when dealing with minor infractions. If a student knows the teacher is watching them then they probably will not chose to misbehave. By using facial expressions people can convey a sign of enthusiasm, seriousness, enjoyment, and appreciation, all of which can be successful in promoting good behavior in the classroom. Other good tactics in stopping misbehavior before it gets too bad is praising a student that is nearby on their good behavior. Students all want to feel they are doing the right thing and probably will soon follow in the footsteps of the person with the positive behavior. This is known as proximity verbal recognition.

During the first days of school teachers should discuss rules with their students. Linda Albert suggests developing a code of conduct with students. This specifies how everyone, including the teacher is supposed to act.[4] A teacher could start this strategy by having a idea for the classroom then students could be asked to think how they want their classroom to be, and lastly ask for parental input. Students would then discuss the rules and find which is appropriate for their classroom. No more than 3 or 4 rules are needed and should be posted where all in the classroom can see. Students will get bogged down with trying to remember the rules and then probably will quit trying. Teachers should sit down with their students and tell the students what the rules are and why the rule is in place. This gives ownership to the student and gives them a real life explanation of why the rule is used in their classroom. The teacher could then role play how the rule is to be followed, then how the rule could be broken, and lastly again how the rule is to be followed. A teacher should always leave off on what the correct way to do a task is. Budd Churchward says that “students should know exactly how they are to conduct themselves in school and should receive the assistance and support they need in order to do so.” [5] By saying this Churchward agrees that students should be taught how to act. If a teacher wants a student to behave in a certain way then they have to teach it to their students.

A teacher needs to have a plan of what to do when an infraction occurs. It is good to have a special plan so panic will not occur. A student will know what will happen if they perform a misbehavior. Teachers need to realize that once a discipline plan is drawn up and told to the students that they need to stick to the plan. They cannot go back on their decisions or make the punishment harder. They need to be firm but not too firm. Canters call teachers that are too harsh “hostile” teachers while Barbara Coloroso calls them “brick wall” teachers.[6] Teachers that are too easy going and not consistent are called by Canters a “non assertive” teacher and by Coloroso has a “jellyfish” teacher. Teachers that are consistent, fair, and receive respect and support are called “assertive” and “backbone” teachers. All teachers should be “assertive” or “backbone.” Though consequences might be needed Lee and Marlene Canters stress that “good discipline does not depend on many rules linked with harsh corrective actions.” [7] Jane Nelson, Lynn Lott, and H. Stephen Glenn, in my opinion, have a good process of handling misbehaviors. They emphasize mutual respect among all members of the class. They believe to give students choices in what they do so they will enjoy what they are doing. They say to “give students choices but make the choices appropriate and limit the number.” [8] There are two kinds of choices which are appropriate choices which further the education program and acceptable choices which the teacher deems worthwhile. Unacceptable choices are not offered to students. In order to settle disputes Nelson, Lott, and Glen suggest ignoring the situation, and then talking it over respectfully with the other students which is a time to see how other students feel, find a win-win solution, and if a no solution is agreed upon then use a class meeting. A win-win solution is a solution in which both parties win. They might have to compromise but they both are having something they wanted. A class meeting is something in which the class addresses a problem in the classroom by not directly pointing out any one person. Teachers should not take away dignity or point out any student. Embarrassing students is not something that is good. A student that has low self esteem and is an “at risk” student might not react in a positive way to such embarrassing tactics. Students need to have respect and keep their sense of hope and dignity. [9] By having students indirectly address problems in the classroom the person that is causing the problem might realize what they have been doing wrong and correct their actions. Canters have devised a discipline hierarchy that carries out consequences for a student who is constantly misbehaving. When the child first interrupts a warning is given out. On the second or third infraction the child is sent to a “time out” at a back table where they can observe what is happening in the classroom. The fourth time a student interrupts the student will make a phone call home to his/her parents telling them what they have done wrong. The fifth time a student interrupts the student is sent to the principal’s office. These steps are all put into place by telling the student that they have chosen to have a warning, be in time out, or be calling their parents. They chose to be in that predicament. I believe that every teacher needs to have some sort of plan of action for infractions that are done. Students need to know what is going to happen if they misbehave. If a student feels responsibility towards their actions and takes ownership of the choices they make then they are more likely to learn from their mistakes. Teachers should teach their students how to behave properly and should practice using the correct actions. When actions that are good are seen teachers should praise the student. When a student knows he/she is doing the right thing and have been recognized then that might motivate them to behave properly from then on.

Incentives can also be used in the classroom. In my opinion they should be positive incentives. Teachers should work to build internal motivation in their students. Internal motivation is when students do what they are supposed to because they are motivated and want to do it. External motivation is when they are given rewards. Teachers can work to develop such incentives in their program.

Lee and Marlene Canters say that teachers also have rights like their students. A teacher’s rights consist of “teaching in a classroom that is free from disruption with support from parents, and administrators as they work to help students.” [10] By putting into place preventative discipline actions, supportive discipline strategies, and having a corrective discipline plan teachers will have an easier time having those same rights. By motivating students, praising them, making them feel respected and heard teachers can lower the amount of time they use for discipline and increase the time they can actually teach. Teachers need to work hard to get the right discipline plan for them and constantly change it to fit his/her students’ needs but in the end it will all create a safe, happy, learning environment for their students.

[1] William Glasser pg 78

[2] Lee and Marlene Canters pg 39

[3] Fred Jones pg 60

[4] Linda Albert pg 208

[5] Budd Churchward pg 166

[6] Barbara Coloroso pg 151

[7] Lee and Marlene Canters pg 41

[8] Nelson, Lott, and Glenn pg 121

[9] Richard Curwin and Allen Mendler pg 133

[10] Lee and Marlene Canters pg 39