Emily Gross

Dr. Bob Burke

EDT 474E Section A
December 2, 2015
Top Ten Beliefs and/or Strategies about Classroom Management & Student Guidance
1. Belief or Strategy: Warmth
Source: Guidance of Young Children (page 6)
Explanation: Showing warmth to my students means that the emotional expression I
am giving are loving and caring. Warmth shares with my students that I am an
approachable person who truly cares for each and everyone one of them.
Classroom Usage: I want my students to know that I am person who shows genuine
concern for their welfare. I know that these children will make a large impact on my life,
as I will on theirs. In the beginning of the year this will be my time to really showcase my
feelings towards my students, by specifically making it clear that I sincerely care for
them, are interested in what they are doing and their life outside of the classroom.
2. Belief or Strategy: Giving Positive Feedback
Source: Guidance of Young Children (page 21)
Explanation: I am a firm believer that feedback does not have to be negative. While it
needs to be constructive, this can be done in a positive manner. This feedback will be
accurate as children are learning and developing. Children are delicate souls who take
things to heart. Positive feedback can give the same feedback as any other feedback,
but is done in a way that will be meaningful towards children.
Classroom Usage: Positive feedback does not just have to be when work is
completed, but can be given for random acts of kindness. If I see a child helping another
student, I can praise them. Giving positive feedback will let my student know that what
they are doing is good, or if they need to improve it is done in a constructive manner.
Positive feedback will occur most when I see students doing something good in the
classroom, or if their learning is improving. I feel that this type of feedback is most
critical for those students who are struggling with school. Giving them feedback can
bring confidence to students who normally lack this or doubt themselves.
3. Belief or Strategy: Ignoring Unwanted Behavior
Source: Guidance of Young Children (page 144)
Explanation: Behavior is something that I will encounter everyday in my classroom. By
ignoring unwanted behavior, I am letting those students know it is not tolerated in my
classroom. By not giving that student attention, the child will decrease that specific
behavior. My goal in my classroom is to never embarrass a child, and this is a desecrate
way in getting a message across, while not humiliating them in front of their peers.
Classroom Usage: In the classroom, ignoring unwanted behavior is done simply by not
responding to the child. I understand that this cannot be the case every time, but when it
is appropriate I will do so. For example, If I see a student clearly making noises during
calendar time, I will not call them out. I will merely ignore it. That child then is not
receiving the attention they wanted, which will result in them stopping. If these

behaviors continue to be an issue, I will then proceed to meet with that student
individually to talk about the actions we can take in solving this problem.
4. Belief or Strategy: Teaching Conflict Resolution
Source: Guidance of Young Children (page 144 and 84)
Explanation: By teaching conflict resolution, students are becoming problem solvers.
This not only teaches independence, but lets students solve interpersonal problems
without the teachers guidance or help. While students continue their schooling, they
must realize that conflicts will occur. They cannot only rely on their parents solving their
problems, but must learn that it is their responsibility to figure out how to solve conflicts
on their own.
Classroom Usage: Teaching conflict resolution is something that needs to be done
early in the beginning of the year. What I found valuable in my teaching placement was
big verses small problems. Obviously if there is a large conflict, the teacher can help
solve this. If not, then these are small problems that students need to solve themselves.
These would include cutting in line, copying a paper or being a distraction during work
time. It will be my job to clearly explain the difference between big and small problems
and how we can go about solving these. This will be done explicitly to show students
exactly what needs to be done when solving a problem. I understand in the beginning of
the year I will most likely be facilitating these conflicts, but my goal is by the end of the
year, students will be able to achieve conflict resolution whether that is with themselves
or peers on their own.
5. Belief or Strategy: Showing Interest in Children
Source: Guidance of Young Children (page 180)
Explanation: By showing interest in my students, I am letting them know that they are
valid. An adult taking the time to communicate to students about their interests lets that
child know they are worthy of adult attention. I want all my students to feel included and
worthy in my classroom.
Classroom Usage: In the beginning of the school year, I will send home a home survey
and do different activities that let me see what interest my students. Once I have
received this information, I can use students interests throughout my classroom,
whether that is in lesson planning, or simply starting a conversation. For example, If I
have multiple students who love sports, I can do a math activity that involves word
problems related to sports. Taking the extra time to do something as simple as this can
go a long way in including all students in the classroom.
6. Belief or Strategy: Transitions
Source: Guidance of Young Children (page 301)
Explanation: Transitions are when students move from one part of an activity to
another. Transitions are comforting to children. They let students know how to end an
activity, what is expected of them when clean up and how to start the next one. I feel
that are at the upmost importance to creating the least chaotic classroom environment.
Classroom Usage: I understand that transitions will take explicit teaching to students,
but will be beneficial in the long run. From the classrooms I have experienced, I really
value ringing a bell or using a small xylophone to gain students attention. I want

something that is not loud, but can still have students stop what they are doing to listen
to the teachers instructions. In the end, transitions help comfort students who may have
a harder time switching from one activity to the next.
7. Belief or Strategy: Creating Classroom Rules Together
Source: Myself
Explanation: When the students and I are creating our rules together, they become
personally invested. They are immediately creating a sense of belonging in the
classroom. I would teach the rules as a regular lesson. This means that we will discuss
each rule individually, explaining the rationale behind it and ask for examples of how it
could be broken.
Classroom Usage: I want my students and I to work together to create classroom rules
and expectations. This would be done during the first day or week of school. After my
students and I have created a list of rules together, each student will sign the bottom like
a constitution. Creating a constitution will help make all students accountable for their
actions. The rules will then be posted in a visible part of the classroom for students to
reference. If students are having a hard time remembering or following the rules, we can
come back and make it a lesson again. In the beginning of the year, students may need
multiple reminders of what our rules are. Once the year advances, students will start to
remember and reference rules on their own without having to be told how to follow
them.
8. Belief or Strategy: Positive Classroom Environment
Source: Relationship-Driven Classroom Management (page 45)
Explanation: A positive classroom environment is critical to any discipline or
management program in increasing academic learning and preventing behavior
problems. In my classroom, if I have a positive classroom environment this can have a
strong influence on students achievement and their overall social behavior. I want my
students to feel welcomed and have a sense of belonging.
Classroom Usage: My classroom will consist of praising students and using strategies
that increase emotional safety. When students walk into my classroom, I want it to not
only look like an inviting environment, but feel that way. This environment well let
students feel comfortable, most importantly being their true selves. Striving for positive
relationships can help with my overall classroom environment.
9. Belief or Strategy: Being Friendly
Source: Relationship-Driven Classroom Management (page73)
Explanation: Wouldnt you rather work with a friendly and caring person or an
unfriendly and uncaring person? What are my students going to say when they are
asked to describe me? My students deserve to be treated as I would like to be treated. I
am a firm believer that a teacher can both be respected and friendly. Being friendly is
letting my students know that I am an approachable person who can be trusted and is
kind towards others.
Classroom Usage: My goal in teaching is to create an environment that is calm and
inviting for students. I feel that talking in a calm voice, and showing genuine interest in

my students can create a picture to students that I can be friendly. I believe that a
teacher can both be well authoritative as well as a welcoming person.
10.Belief or Strategy: Problem Solving Creates Independence
Source: Myself
Explanation: I thank not only my parents, but my teachers for teaching me how to be a
problem solver at a young age. By being a problem solver I was able to be independent.
I did not have to rely on someone else to solve my problems and do things for me, but
felt confident solving things on my own. Students will not only feel self-assured about
their ability, but will not have to consistently be dependent on someone else.
Classroom Usage: The problem with problem solving and independence is adults.
Parents come to the rescue and either solve or explain the problem to the child. The
problem with this is students are not able to think of strategies for themselves. There is
a way for not only parents, but teachers to assist in the development of problem solving.
They can do this by asking facilitative questions and helping those students evaluate the
consequences of their proposed solutions. What we all need to realize is this takes time.
Students cannot be problem solvers, but as a teacher I can explicitly teach those vital
strategies on how to be one.