DRAFT: This module has unpublished changes.

          One of my main goals as a teacher is to establish and maintain a sense of self and mutual respect. There is a zero tolerance for bullying and these situations are treated with great measure. Students clearly understand their personal responsibilities in the classroom and are held accountable for their choices. I also work to provide a lot of positive reinforcement in the classroom. This happens during instruction time and also when I see students being supportive, respectful and kind toward one another.

          During group learning time, students are frequently reminded to raise their hands when they want to speak. Additionally, they are all reminded to "be respectful" when another classmate speaks. This sense of respect is also established by inviting children to "be the teacher" and to share their work or to come to the white board to answer a question or solve a problem (Indicator 1). Another way that I work to build respect and relationships is through writers workshop. Children were regularly paired to edit one another's work. First, as a group we would revise a piece of writing that I written to include many errors. After, students worked in pairs and read and critiqued one anothers work using a peer editing checklist.




          One time after writer's workshop, when children felt upset or offended by their partners comments or suggestions, we discussed the term constructive criticism and how important it is to be receptive to feedback. We also talked about how important "word choice"  was when giving feedback and how you had to always be kind and helpful when discussing one another's work. This conversation was invaluable. Constructive criticism was something we continued to discuss in the framework of other lessons. 

           There were very clear behavior standards and expectations that were established before I entered the classroom. I supported these rules which students were frequently reminded of. I often initiated short discussions about respect, helping peers, listening to one another, raising you hand and having good manners. Children were all very active participants in this discussions. The class rules were stated and also displayed in the classroom. Children were very well aware of the  classroom rules. (Indicator 3)   Students were recognized positively for good behavior and I frequently made an example of children who were exceptionally kind or helpful to one another. 


 

        Another way that I helped to support healthy relationships in the classroom was through the general placement of students in the classroom. When the seating arrangement was not working I sat down with my cooperating teacher to help create a new seating chart that would help to establish strong academic and social relationships. For example, one little boy was struggling academically. I helped to pair him with a high achieving girl who worked very well to support her peer. Before changing their seats, I called the academically gifted little girl over and explained that she would help her classmate by being his mentor. She took this role very seriously and helped her partner when he was struggling. I also suggested other pairs of children who would benefited from one another socially, emotionally or academically.

       Classroom management is an essential part of teaching. Before any curriculum can be taught, students need to have a clear understanding of the rules and regulations in the classroom. As an adult and teacher it is my job to establish and maintain boundaries. It is also my goal to help facilitate positive relationships and to maintain a sense of respect in the classroom. Students need to feel safe in the classroom and they need to feel like their teacher treats students fairly. My students all understand the rules of the classroom. I am always clear and consistent with my expectations. 

DRAFT: This module has unpublished changes.