EDE 4504: CRITICAL TASK

Part 1: Philosophy of Management

Based on the theorists we have discussed in EDE 4504, my philosophy of education
centers around the fact that students are in charge of their learning. Linda Albert writes that
teachers should, "help every student feel they belong in the class, that they have a place and are
valued". (Charles, 2002, pp. 67) This is something that I identify very strongly with - I believe
that students will refrain from being positive, active students engaged in their learning, if they
don't feel comfortable in their classroom, and if they feel as if they don't have any part in their
learning. It is important that we make students feel as if they are needed in the classroom and the
school in order to help promote their involvement in their education. Those "who do not feel as if
they are needed often see school as purposeless, with no need to try or progress" (Charles, 2002,
pp. 75). By involving students in the classroom, and making connections between that student
and their education and the role they play in the classroom and the school, this will help to
motivate that student to become more engaged and involved in their learning. In my fifth grade
classroom, my CT ensures that the students are actively involved in their education whether it
be coming up with a set of class rules together, performing daily meetings in which the children
discuss their thoughts with one another, and also making academic suggestions such as the type
of learning whole group, partner, individual the students would prefer for that day. The
students respond very positively from this, and are more involved in their learning because of
this it allows for the teacher to accommodate the differing needs of the students. (2h) Attached
is a link in which I discuss the importance of involving children in their education in one specific

instance where the environment of my classroom changed dramatically once my CT began

departmentalized teaching Link. Motivating students by keeping them involved in their
education will be the key to that childs success in and outside of the classroom.
In contrast, I highly disagree with many of the components found in the assertive discipline
teaching principle. I do not believe that it is the teacher's job to have all of their needs met before
meeting any of the needs of the student. I believe that the students should always be put first after all, it is their learning which provides us with the opportunities to better educate them about
the world we live in. "Assertive discipline wants the teacher to anticipate the students will break
rules" (Wolfgang, n.d., pp. 82). I think this further encourages my point that assertive discipline
should not be used in the classroom - teachers should not be expecting the worst out of their
students! Negativity will not flourish in the classroom - if the teacher does not believe that each
student will perform to the best of their ability, the students will then follow suit and have less
confidence in themselves which will show through their learning and the work that they
complete. I believe that the best way for this to be done in a professional manner would be using
the teaching approach of referent teaching. An effective referent teacher is one in which the
students respect, and like as a person a teacher who promotes negativity is not a referent
teacher. Establishing a positive classroom, and a positive relationship with the students will
allow for the classroom to be run with very low teacher management of student behavior because
the students will respect the teacher and actually want to learn. (Levin & Nolan, 2014, pp.
97) Students in the classroom feed off of the teachers energy; so someone who exhibits
behaviors showing that their needs are more important than those of the students, will only
receive negative results in return. In my experience during my level one internship, I found that
as the students began to grow more comfortable with myself in the classroom, they were more

eager to come to me for help with both academic and personal problems and inquiries, something
that would not typically be seen in an assertive discipline classroom. An explanation to this can
be found in the following link to my professional blog Link. I believe it is the teachers job to
promote positivity and empowerment to encourage children to always perform their best, and I
believe that this is not possible from an assertive discipline teaching principle.

Part 2: Learning Environment

What does the learning environment look like?

The learning environment of my fifth grade

classroom is very student-led. Students are seated in groups of four and five around the
classroom - this is where most of the instruction takes place. However, there are many moments
during the day where students are given the freedom to work in various different places around
the room - they are not just limited to their desks. This is something that I have also tried
incorporating into my lesson plans I have conducted in the classroom. During my read aloud of a
science article, I allowed students to work in pairs to complete an assignment in these pairs the
students were given the freedom to choose a working space around the classroom in which they
wanted to complete their assignment. (2h) Another aspect of the learning environment is that
students engage in a lot of group work throughout the day. The teacher is well respected and is
seen as a resource, rather than a friend students are not afraid to speak with him about any
personal issues, and they maintain open and honest, but professional relationships with him. I
have also found that many students have begun to seek me as a resource, at times, and have felt
confident in approaching me with their problems as well. (2f) He loves to joke with his students
and tries his best to make learning fun, but he ensures that his rules are followed and students are

behaving respectfully and responsibly at all times. Although I try my best to ensure that students
respect myself and their classroom this is something that I have struggled with slightly this
semester. I have found that I need to work on moving towards the teacher role, rather than
remaining in the student role this requires me becoming more authoritative in the classroom.
Although I would like to say this is the case, I dont believe that I have pronounced enough
authority in the classroom this is something that I personally wish to improve on for next
semester in the hopes that this will become more effortless as I progress higher into the education
program. (2b) The following link, shows an example of how my CT maintains control and
respect in his classroom.
What are the needs of my learners?

The needs of the learners in my classroom vary;

because my classroom is departmentalized math and science, there are two very unique and
different sets of students. The first group of students struggles - they have a difficult time getting
their work done, and are easily discouraged when they believe something is "too hard". They
also have a difficult time in math and are a couple of lessons behind the second math class,
because they require more time to learn and understand a concept. Regardless of this struggle,
however, my CT never fails to let the students think any less of themselves, and he refuses to
think any less of them always conveying high expectations for both of his classes something
that I myself have mirrored in the lessons that I have conducted in the classroom. (2c)The second
group of students doesn't struggle as much academically as the first class does, however they
have a hard time finding the motivation to complete their work - which, in turn, may lead to
lower academic grades. This second group also struggles with listening and following directions
- they often times will overlook project rubrics, as well as fail to complete their work, simply
because they don't see a need to complete it. Because these two groups of students are so diverse

and different from one another, it is important to be able to adapt and quickly alter lessons and
instruction from one class to the next, which I describe in the following link to my blog.
What are the needs of the learning environment?

The needs of the learning

environment vary between the two different groups of students. However, one universal idea that
I believe would best benefit both groups of students, would be to minimize distractions in the
classroom. Often times I have noticed that students are playing with materials, are surfing the
web, and are just simply 'goofing off' during key instruction time. This in turn results in
frustrations from both my CT who becomes aggravated and neglects to repeat instruction, as well
as frustrations from those students who are paying attention, and even more frustrations from
those students who aren't and whose grades are directly affected. Another idea that I believe
could benefit the students would be to provide motivation to complete school work - both classes
struggle finding the motivation to complete assignments and/or turning them into the teacher. If
the students were perhaps presented with some sort of motivation as to why the assignment
should be completed, perhaps this would help to motivate them to want to complete the
assignments. Perhaps something as simple as displaying a timer that alerts students how many
minutes they have left to complete an assignment would benefit and help motivate the students to
complete their assignments. (2i) Such as something that could have benefitted me in conducting

my read aloud with the students this semester; a reflection of this is provided here.

The above picture demonstrates an effective technique that my CT uses in his classroom
to help encourage students to complete their math assignments each student is given a
superhero shield. For each math exit-ticket that the students complete with a 100%, the
students are given the opportunity to select a sticker to decorate their shield with. This is

something that I believe, has helped to increase the motivation of the students in my classroom
so far this school year.
Part 3: Facilitation of the Learning Environment
I believe that my facilitation of the learning environment has helped benefit the learners
in my classroom in a positive way. Through the help of my CT, along with my own personal
observations I have learned so much about the individual learners and their particular needs. I
have found that some students require more patience from their teacher; as it may take them a
little longer to understand different concepts. This was something in particular that I was able to
learn through my read alouds for this semester I was able to determine that some students
needed a longer/shorter period of time to complete the work I had assigned to them. This can be
noted in the following link to one of my reflections on my read aloud I conducted Link. (2a) I
have learned that rather than creating anxiety by rushing students, it is best to allow students a
comfortable amount of time to complete an assignment within reason that will allow for the
best possible results when completing the assignment.
Another thing that I have observed is the importance of maintaining a relationship with
each childs parent. It allows for that communication between parent and teacher on how their
child is behaving and what to expect from their child. Through a strong resource of
communication, teachers can send out important information that may not be received by
parents, due to a loss in translation from student to parent.

The above picture is just one sample of how my CT communicates with the
parents of the students in the classroom. He sends out a newsletter weekly to
communicate with the parents this can include any special events occurring that week
such as field trips, no-school days, dates of report cards going home, teacher absences,
etc. It may also include a description of important projects the students will be
completing that week, or any other assignment. In the specific picture of the newsletter
above, my CT had granted me the opportunity to introduce myself to the parents in the
classroom again, promoting that communication in the classroom between the parents,
my CT, and myself as well.
I have found that some students need some assistance staying on task; I have used many
different techniques such as non-verbal cues or asking students to separate themselves from their
disruptive peers. Link (2e) I plan to ensure that there is not a disconnect between these students
and the materials we are learning that is preventing them from remaining on task such as
during my read aloud when a student interpreted the way that I was speaking about our topic of

different climates in a way that he was familiar with. (2d) In finding this connection that can be
made for these students, I can hopefully help in keeping those students on task.
I have also found that many of the students lack motivation; this is a big problem in my
classroom and one of my own personal goals to try and help motivate student's learning. I hope
to perhaps find a motivating factor, with the help of my CT, which will help to encourage
students to want to complete their work. I believe that my CT needs to continue to express his
expectations for each student this will help to motivate them. While also continuing to include
material that is current and relative to the students in the classroom (2g).

References

Charles, C. M. Linda Albert's 'Cooperative Discipline'. In Building classroom discipline. Boston.

Allyn and Bacon. 2002. Ch. 5. pp. 67-84.

Levin, J., & Nolan, J. F. (2014). Principles of classroom management: A professional decisionmaking model, (7th Ed.). Boston: Pearson.

Wolfgang, C. H. (unknown). Chapter 4: Assertive Discipline, pp. 79-99.