My teaching philosophy and feeling about classroom management is simple; the energy and attitude in my classroom is the key to our collective success. As an educator, my philosophy falls into alignment with the progressivist mentality of education. In a nutshell, this means that, to me, the students' interests and personal growth are the reason I'm here. I take inspiration from leaders of the progressive education movement like William Kilpatrick, who believed that "the role of a teacher should be that of a 'guide' as opposed to an authoritarian figure. Kilpatrick believed that children should direct their own learning according to their interests and should be allowed to explore their environment, experiencing their learning through the natural senses." (Wikipedia). Additionally, Social Reconstructionism in my classroom will interact hand in hand with Progressivism in a big way. Not only are my students at the center of my philosophy, my hope is to be a guide in empowering my students to be inspired to transform society as activists for the greater good. Below, I've outlined my approach to the five levels of the classroom management pyramid, with my identity as a progressivist educator and social reconstructivist at the heart of it. Each level is full of many practices and theories I picked up from the experts of the field, as you will see cited below.
Hello and welcome to my class! As we start a new year together, there may be one big question on your mind: I have Ms. Hunter this year, is she a cool teacher? Is she strict? I’d like to think there’s a lot more to me and my classroom than just being “cool” or “strict,” so here’s what I’ve got in mind:
There’s one thing that matters to me in terms of classroom management more than anything, and it’s no coincidence that it’s the foundational level on the management pyramid: Creating a caring community. What does that mean? Well, look around the room at your classmates. Do you know all of their names? My guess is probably not, and it’s my hope that we can achieve that goal together. Here are the strategies you’ll see in my classroom that help achieve a caring classroom community:
Level 1: Caring Community
"Known for his advocacy of democracy, Dewey considered two fundamental elements—schools and civil society—to be major topics needing attention and reconstruction to encourage experimental intelligence and plurality." (John Dewey: Progressivism. Wikipedia).
First of all, we’ll celebrate the first day of school together. (Wong, 2013). The first day of school is a great day! New beginnings, new opportunities, and, most importantly, new friendships that have the potential to stay with you for a lifetime. Next, let’s all agree that relationships are central to a caring community (Lederach, 2003). Don’t just learn your neighbors name, reach out and lend a hand if you get the chance. Understand that the cultural backgrounds you bring to class are likely unique to you, so let’s embrace all the diverse backgrounds in our community (Lederach, 2003). As your teacher, I will honor the knowledge and feelings each of you brings to our classroom, and want you to know that my class is a safe haven for you whenever you need support (Olsen, 2009). Don’t be surprised to find me at the door greeting each one of you before class every day, I want to make sure that I acknowledge each of you (Wong, 2013)! As we get to know each other, get ready to play some name games and improv exercises (Pranis, 2005)! These help break the ice and let your fun flags fly. Another element of creating a caring community will be establishing our expectations for each other. We’ll work together to create a respect agreement, which we’ll refer back to whenever we need to refresh or reboot our conduct (Claassen, 2008). We’ll also hold classroom meetings on a regular basis to check in and make sure we’re all getting what we need to out of this class (Nelson). Consistency will be key in our class; together we’ll create healthy habits and clear expectations that we will honor daily (Wong, 2013). And finally, this is YOUR class, so I want to give you the opportunity to lead a student centered democracy whenever possible (Kohn, 1996). Together, we can create a classroom community that rocks!
Level 2: Recovery with Accountability
"Education is a regulation of the process of coming to share in the social consciousness; and that the adjustment of individual activity on the basis of this social consciousness is the only sure method of social reconstruction" (Dewey, Friere).
Now, let’s be honest. We can’t all be perfect all the time. There will be days when we need to visit the second level of the pyramid: Recovery. If a student’s behavior falls outside of our agreed upon conduct, the first thing I’ll do is break out some usual constructive reminders (Claassen, 2008). These include giving you “the eye,” walking past you to remind you that I know what you’re up to, looking or gesturing at our displayed respect agreement, or using another predetermined signal that we agree upon. We’ve also got a few classroom circle options: Sentencing, where the whole class gives input and brainstorms a solution based on the problem and source of the problem, Conflict resolution, where together we plan reintegration for the offender and whatever healing is necessary, and a more general classroom circle where we exchange thoughts and feelings about what may be going on (Pranis). If necessary, I’ll let a student in recovery plead their case and justify their behavior (Olsen). Sometimes, a student may need to take some time to create “My Action Plan,” by identifying the problem, creating a plan to address it, and explaining how they’ll use self-discipline to carry it out (Wong). I-Messages will be key in this level. That’s when myself or another student in class will address the student in recovery directly sharing how we feel affected by their behavior (Claassen). Sometimes we’ll use eliciting, where I ask you to take a look at a behavior chart and determine where you fall, and whether you can calibrate (Wong). When it comes to looking at the emotional aspects of behavior, we’ll check in on the PRIME organization: how successfully emotions are often Prevented, Reduced, Initiated, Maintained, or Enhanced (Brackett and Kremintzer... Maurer, et al, 2011). Issues requiring recovery will be acknowledged at the moment of disruption, so hopefully we can work through them before they become anything bigger (Kagan). Ultimately, it all boils down to accountability (Lederach). We’ve created our respect agreement, let’s all do our best to follow it.
Level 3: Long Term Support & Life-Skills
"Proponents of Progressive Education and the Project Method reject traditional schooling that focuses on memorization, rote learning, strictly organized classrooms (desks in rows; students always seated), and typical forms of assessment." (Progressive Education: Kilpatrick. Wikipedia).
If the steps taken in recovery don’t do the trick, we’ll use a crisis responsive strategy and head to level 3: life skills & long term support (Lederach). If we get here, my goal will be to help you, the student in need of the support, to emphasize your internal motivation (Olsen). When it comes to your own self-discipline, your motivation should not be reward driven (Wong). In learning these life skills, it will help to understand your learning styles; if you’re stuck in a rut knowing these may help you kickstart back into alignment (Olsen). When dealing with a challenge, we’ll focus on the epicenter, not the episode (Lederach). And remember, every action has a consequence, whether it be positive or negative (Wong). Active listening is a skill I’ll use with you that will support you in the long-term (Claassen). This means I’ll listen to what you have to say and repeat it back to you in my own words, to confirm that I’ve heard and understood you. If you find yourself in conflict, active listening is a great skill to employ. So are I-messages, which I’ll revisit whenever necessary to assert my feelings and communicate how I’m feeling about the situation (Claassen). If you need long term support, we’ll consider the emotional based RULER approach: Recognizing the emotions involved in the conflict, Understanding the triggers, Labeling emotions by connecting them with the scenario, Expressing the emotions in appropriate ways and Regulating emotions by organizing and managing the root behaviors (Brackett and Kremintzer... Maurer, et al, 2011). Alternatively, a service learning circle is an outside-of-the-box approach to long-term support in which the student can trade skills and knowledge with others outside of the classroom (Pranis). If we reach level 3, the student and I will have our first student-teacher meeting, in which we come up with an agreement to correct behavior moving forward (Claassen).
Level 4: Somewhere Else to Plan
Reconstructionist educators focus on a curriculum that highlights social reform as the aim of education.
Sometimes, a student needs an opportunity to step away from a conflict and reevaluate their behavior, which means a visit to level 4 of the pyramid: somewhere else to plan. We can switch it up by visiting the Thinkery and filling out the Thinkery form, where the student will be responsible for evaluating how their behavior landed them here (Claassen). You could also call it the Planning Room (Villa & Nevin) or simply a nonviolent space (Lederach), both alternative sites to the classroom where the conflict originated that allow the student to reflect and regroup. If the class as a whole could benefit from a different mental space, we’ll head outside and have a conflict resolution circle, where we address what’s going on and how we can fix it (Pranis). The Blueprint form may be used to have the student reflect on the emotionally charged aspects of their behavior, and how they can regulate those feelings moving forward (Maurer). And finally, some students may benefit from the Self-Manager Help Groups, where peers join together to manage their own support (Wong).
Level 5: Wraparound Support
“Education has two major roles: to transmit culture and to modify culture. When American culture is in a state of crisis, the second of these roles–that of modifying and innovating–becomes more important. Reconstructionism, Brameld affirmed, is a crisis philosophy; the reconstructionist is "very clear as to which road mankind should take, but he [or she] is not at all clear as to which road it will take"(Brameld, Theodore, p. 75).
If all else fails, we’ll have to check in on the final stop on the pyramid: wraparound support. Here, we’ll start with a second student-teacher meeting. If we can’t come up with a solution in our meeting, we’ll initiate a family conference, bringing family and, if necessary, administration in for a school authority structure meeting (Claassen). This can also be in the form of a recovery circle, where we come up with a plan with support from parents, administrators, and teachers with the student at the center (Pranis). If it’s an issue with school, we’ll discuss whether forming a group for students to vent their frustrations will be beneficial (Olsen). My commitment to offering wraparound support to my students includes communicating effectively and cooperatively, so I’ll make phone calls home whenever necessary to keep everyone in the loop (Wong).
I hope you can see that, together, we’ve got the management of our classroom under control. Once we’ve created our caring community, we have the supports in place to get back to the foundation of our classroom if we need it. Let’s make it a great year!
There’s one thing that matters to me in terms of classroom management more than anything, and it’s no coincidence that it’s the foundational level on the management pyramid: Creating a caring community. What does that mean? Well, look around the room at your classmates. Do you know all of their names? My guess is probably not, and it’s my hope that we can achieve that goal together. Here are the strategies you’ll see in my classroom that help achieve a caring classroom community:
Level 1: Caring Community
"Known for his advocacy of democracy, Dewey considered two fundamental elements—schools and civil society—to be major topics needing attention and reconstruction to encourage experimental intelligence and plurality." (John Dewey: Progressivism. Wikipedia).
First of all, we’ll celebrate the first day of school together. (Wong, 2013). The first day of school is a great day! New beginnings, new opportunities, and, most importantly, new friendships that have the potential to stay with you for a lifetime. Next, let’s all agree that relationships are central to a caring community (Lederach, 2003). Don’t just learn your neighbors name, reach out and lend a hand if you get the chance. Understand that the cultural backgrounds you bring to class are likely unique to you, so let’s embrace all the diverse backgrounds in our community (Lederach, 2003). As your teacher, I will honor the knowledge and feelings each of you brings to our classroom, and want you to know that my class is a safe haven for you whenever you need support (Olsen, 2009). Don’t be surprised to find me at the door greeting each one of you before class every day, I want to make sure that I acknowledge each of you (Wong, 2013)! As we get to know each other, get ready to play some name games and improv exercises (Pranis, 2005)! These help break the ice and let your fun flags fly. Another element of creating a caring community will be establishing our expectations for each other. We’ll work together to create a respect agreement, which we’ll refer back to whenever we need to refresh or reboot our conduct (Claassen, 2008). We’ll also hold classroom meetings on a regular basis to check in and make sure we’re all getting what we need to out of this class (Nelson). Consistency will be key in our class; together we’ll create healthy habits and clear expectations that we will honor daily (Wong, 2013). And finally, this is YOUR class, so I want to give you the opportunity to lead a student centered democracy whenever possible (Kohn, 1996). Together, we can create a classroom community that rocks!
Level 2: Recovery with Accountability
"Education is a regulation of the process of coming to share in the social consciousness; and that the adjustment of individual activity on the basis of this social consciousness is the only sure method of social reconstruction" (Dewey, Friere).
Now, let’s be honest. We can’t all be perfect all the time. There will be days when we need to visit the second level of the pyramid: Recovery. If a student’s behavior falls outside of our agreed upon conduct, the first thing I’ll do is break out some usual constructive reminders (Claassen, 2008). These include giving you “the eye,” walking past you to remind you that I know what you’re up to, looking or gesturing at our displayed respect agreement, or using another predetermined signal that we agree upon. We’ve also got a few classroom circle options: Sentencing, where the whole class gives input and brainstorms a solution based on the problem and source of the problem, Conflict resolution, where together we plan reintegration for the offender and whatever healing is necessary, and a more general classroom circle where we exchange thoughts and feelings about what may be going on (Pranis). If necessary, I’ll let a student in recovery plead their case and justify their behavior (Olsen). Sometimes, a student may need to take some time to create “My Action Plan,” by identifying the problem, creating a plan to address it, and explaining how they’ll use self-discipline to carry it out (Wong). I-Messages will be key in this level. That’s when myself or another student in class will address the student in recovery directly sharing how we feel affected by their behavior (Claassen). Sometimes we’ll use eliciting, where I ask you to take a look at a behavior chart and determine where you fall, and whether you can calibrate (Wong). When it comes to looking at the emotional aspects of behavior, we’ll check in on the PRIME organization: how successfully emotions are often Prevented, Reduced, Initiated, Maintained, or Enhanced (Brackett and Kremintzer... Maurer, et al, 2011). Issues requiring recovery will be acknowledged at the moment of disruption, so hopefully we can work through them before they become anything bigger (Kagan). Ultimately, it all boils down to accountability (Lederach). We’ve created our respect agreement, let’s all do our best to follow it.
Level 3: Long Term Support & Life-Skills
"Proponents of Progressive Education and the Project Method reject traditional schooling that focuses on memorization, rote learning, strictly organized classrooms (desks in rows; students always seated), and typical forms of assessment." (Progressive Education: Kilpatrick. Wikipedia).
If the steps taken in recovery don’t do the trick, we’ll use a crisis responsive strategy and head to level 3: life skills & long term support (Lederach). If we get here, my goal will be to help you, the student in need of the support, to emphasize your internal motivation (Olsen). When it comes to your own self-discipline, your motivation should not be reward driven (Wong). In learning these life skills, it will help to understand your learning styles; if you’re stuck in a rut knowing these may help you kickstart back into alignment (Olsen). When dealing with a challenge, we’ll focus on the epicenter, not the episode (Lederach). And remember, every action has a consequence, whether it be positive or negative (Wong). Active listening is a skill I’ll use with you that will support you in the long-term (Claassen). This means I’ll listen to what you have to say and repeat it back to you in my own words, to confirm that I’ve heard and understood you. If you find yourself in conflict, active listening is a great skill to employ. So are I-messages, which I’ll revisit whenever necessary to assert my feelings and communicate how I’m feeling about the situation (Claassen). If you need long term support, we’ll consider the emotional based RULER approach: Recognizing the emotions involved in the conflict, Understanding the triggers, Labeling emotions by connecting them with the scenario, Expressing the emotions in appropriate ways and Regulating emotions by organizing and managing the root behaviors (Brackett and Kremintzer... Maurer, et al, 2011). Alternatively, a service learning circle is an outside-of-the-box approach to long-term support in which the student can trade skills and knowledge with others outside of the classroom (Pranis). If we reach level 3, the student and I will have our first student-teacher meeting, in which we come up with an agreement to correct behavior moving forward (Claassen).
Level 4: Somewhere Else to Plan
Reconstructionist educators focus on a curriculum that highlights social reform as the aim of education.
Sometimes, a student needs an opportunity to step away from a conflict and reevaluate their behavior, which means a visit to level 4 of the pyramid: somewhere else to plan. We can switch it up by visiting the Thinkery and filling out the Thinkery form, where the student will be responsible for evaluating how their behavior landed them here (Claassen). You could also call it the Planning Room (Villa & Nevin) or simply a nonviolent space (Lederach), both alternative sites to the classroom where the conflict originated that allow the student to reflect and regroup. If the class as a whole could benefit from a different mental space, we’ll head outside and have a conflict resolution circle, where we address what’s going on and how we can fix it (Pranis). The Blueprint form may be used to have the student reflect on the emotionally charged aspects of their behavior, and how they can regulate those feelings moving forward (Maurer). And finally, some students may benefit from the Self-Manager Help Groups, where peers join together to manage their own support (Wong).
Level 5: Wraparound Support
“Education has two major roles: to transmit culture and to modify culture. When American culture is in a state of crisis, the second of these roles–that of modifying and innovating–becomes more important. Reconstructionism, Brameld affirmed, is a crisis philosophy; the reconstructionist is "very clear as to which road mankind should take, but he [or she] is not at all clear as to which road it will take"(Brameld, Theodore, p. 75).
If all else fails, we’ll have to check in on the final stop on the pyramid: wraparound support. Here, we’ll start with a second student-teacher meeting. If we can’t come up with a solution in our meeting, we’ll initiate a family conference, bringing family and, if necessary, administration in for a school authority structure meeting (Claassen). This can also be in the form of a recovery circle, where we come up with a plan with support from parents, administrators, and teachers with the student at the center (Pranis). If it’s an issue with school, we’ll discuss whether forming a group for students to vent their frustrations will be beneficial (Olsen). My commitment to offering wraparound support to my students includes communicating effectively and cooperatively, so I’ll make phone calls home whenever necessary to keep everyone in the loop (Wong).
I hope you can see that, together, we’ve got the management of our classroom under control. Once we’ve created our caring community, we have the supports in place to get back to the foundation of our classroom if we need it. Let’s make it a great year!
Here are the sources I used in creating this plan:
Brackett, Marc A., Kremenitzer, Janet Prickard. (2011). Creating Emotional Literate Classrooms: An introduction to the RULER approach to social and emotional learning, Port Chester, NY: Dude Publishing.
Brameld, Theodore. 2000. Education as Power (1965). San Francisco: Caddo Gap Press.
Claassen, R. & Claassen, R. (2008). Discipline that Restores: Strategies to create respect, cooperation, and responsibility in the classroom. South Carolina: Booksurge Publishing. ISBN 978-1-4196-9912-2
Dewey, J. (1897). My Pedagogic Creed
John Dewey. (2015, November 6). In Wikipedia, The Free Encyclopedia. Retrieved 21:03, November 8, 2015, from https://en.wikipedia.org/w/index.php?title=John_Dewey&oldid=689290599
Kohn, Alfie. (1996). Beyond Discipline: From Compliance to Community. Alexandria, VA: Association for Supervision and Curriculum Development.
Lederach, John Paul. (2003). The Little Book of Conflict Transformation: Clear articulation of guiding principles by a pioneer in the field. The Little Books of Justice and Peacebuilding Series. Intercourse, PA: Good Books. ISBN 978-1-56148-390-7
Olson, Kristen. (2009). Wounded by School: Recapturing the joy in learning and standing up to old school culture. New York, NY: Teachers College Press. ISBN-13: 978-0807749555
Pranis, Kay. (2005). The Little Book of Circle Processes: A new/old approach to peacemaking. The Little Books of Justice and Peacebuilding Series. Intercourse, PA: Good Books.
William Heard Kilpatrick. (2015, June 19). In Wikipedia, The Free Encyclopedia. Retrieved 21:05, November 8, 2015, from https://en.wikipedia.org/w/index.php?title=William_Heard_Kilpatrick&oldid=667696779
Wong, H. & Wong, R. (1991, 1998, 2001, 2009, 2013) The First Days of School: How to be an effective teacher. Harry Wong Publications.
Villa, R.A. Thousand, J.S. & Nevin, A.I. (2010). Chapter 9: Students as Collaborators in Responsibility, Collaborating with Students in Instruction and Decision Making, Thousand Oaks, CA: Corwin Press, p. 171-188.
Brackett, Marc A., Kremenitzer, Janet Prickard. (2011). Creating Emotional Literate Classrooms: An introduction to the RULER approach to social and emotional learning, Port Chester, NY: Dude Publishing.
Brameld, Theodore. 2000. Education as Power (1965). San Francisco: Caddo Gap Press.
Claassen, R. & Claassen, R. (2008). Discipline that Restores: Strategies to create respect, cooperation, and responsibility in the classroom. South Carolina: Booksurge Publishing. ISBN 978-1-4196-9912-2
Dewey, J. (1897). My Pedagogic Creed
John Dewey. (2015, November 6). In Wikipedia, The Free Encyclopedia. Retrieved 21:03, November 8, 2015, from https://en.wikipedia.org/w/index.php?title=John_Dewey&oldid=689290599
Kohn, Alfie. (1996). Beyond Discipline: From Compliance to Community. Alexandria, VA: Association for Supervision and Curriculum Development.
Lederach, John Paul. (2003). The Little Book of Conflict Transformation: Clear articulation of guiding principles by a pioneer in the field. The Little Books of Justice and Peacebuilding Series. Intercourse, PA: Good Books. ISBN 978-1-56148-390-7
Olson, Kristen. (2009). Wounded by School: Recapturing the joy in learning and standing up to old school culture. New York, NY: Teachers College Press. ISBN-13: 978-0807749555
Pranis, Kay. (2005). The Little Book of Circle Processes: A new/old approach to peacemaking. The Little Books of Justice and Peacebuilding Series. Intercourse, PA: Good Books.
William Heard Kilpatrick. (2015, June 19). In Wikipedia, The Free Encyclopedia. Retrieved 21:05, November 8, 2015, from https://en.wikipedia.org/w/index.php?title=William_Heard_Kilpatrick&oldid=667696779
Wong, H. & Wong, R. (1991, 1998, 2001, 2009, 2013) The First Days of School: How to be an effective teacher. Harry Wong Publications.
Villa, R.A. Thousand, J.S. & Nevin, A.I. (2010). Chapter 9: Students as Collaborators in Responsibility, Collaborating with Students in Instruction and Decision Making, Thousand Oaks, CA: Corwin Press, p. 171-188.