My current beliefs of students and teaching reflect my own personal experiences in life. I believe that students are at school to learn how to effectively contribute, interact and communicate with others in our society. there is no one recipe for this. Hopefully through exposure to numerous subjects and materials and gaining the basic skills for reading, writing, and problem solving they will be able to take control of their own education. The students need to learn how to handle responsibility and take responsible actions to get needed information.
As a teacher, it is my responsibility to provide interesting and relevant material, but I am not here to entertain students all day. I hope to provide a safe environment where students feel safe and at ease. I will provide them with all the skills necessary to function effectively in today's society. I will also be open to ideas and topics of interest to my students or at the very least provide resources to encourage their search. I will create a classroom that is learner centered, not teacher centered. Providing many ways to connect the lesson with prior knowledge is essential.
In terms of management, I suppose I am more on the strict side of rules and consequences. All the students will know the rules and consequences and students will make the choice whether to respect the limits or not. Respect is a big aspect of discipline in my teaching. I think students should realize that in upper elementary school this knowledge is expected of them. Their actions speak louder than words and are a true reflection of themselves.
Building relationships is an important aspect of teaching and begins on the first day of class. Mutual respect must be established. The climate I would like to achieve in my classroom will include feelings of belonging, safety and a fun place to be every day. These feelings are established with the rules and relationships being established. The relationships begin with me, the teacher. It is my responsibility to make sure each child feels welcome in my classroom. Knowing the names and general background of the children before they even enter the classroom can help do this. I hope that this information can be accessed through the school records.
Establishing a pleasant environment within the classroom walls is also necessary. The room should be set up with colorful displays, organized and ready to begin the school year. Greeting students daily at the door and acknowledging new and exciting happenings in their lives is essential to establishing a positive relationship with students. As the first days pass a genuine effort to get to know students as an individual is necessary. Showing genuine concern and interest can go a long way. Also sharing information about myself will allow students to see me as a real person. I intend to allow students to take responsibility for themselves because I trust them and feel they are capable of this, until proven otherwise.
Communication with parents is crucial to an effective year. I want to allow an open channel of communication between the parents and myself. I hope to call parents for "Walter's" good behavior and class work. If I find I need some assistance or feel the parents should be aware of current circumstances, I will definitely contact them. By establishing rapport on a good note, negative situations might lend to a less confrontational meeting.
I will try to be available for both students and parents after school for help with schoolwork and concerns, through email, biweekly newsletters and informal chats. These established relationships will allow a positive climate in the classroom that will help allow students the freedom to communicate discuss happenings. There will be no tolerance for disrespect on any level. This will help provide a safe comfortable environment for all students.
Hopefully with all this groundwork laid at the beginning of the year, it will allow the school year to go smoothly. It sounds like a lot of work, but I believe it will be worth it in the long run. Students will see that I am fair and consistent.