This week, I was able to reflect more intentionally on the similarities and differences between the information I have learned about teaching through my courses at UBC, particularly in the realms of the creation of positive classroom environments and approaches to classroom management, and the practices I am learning through my practicum experience. With courses on classroom environment in my back pocket, I left for my practicum determined that I would use a solely student and empowerment focused approach to classroom management. In other words, I would rely on building strong relationships and offering diverse and interesting learning experiences to form the backbone of my management policy, as I believed that if the students were only attached to me as their teacher enough and if I only offered them creative learning experiences, I would not have to think about management. In the rare cases where I would have to think about management, I would help guide the students into regulating their own behavior, rather than ever giving them direct behavioral instructions or discipline. I have learned at this point in the practicum that this approach is not entirely realistic. While working to improve self-regulation and empower students to make their own choices is clearly the ultimate goal, along the way, students still require more top-down behavioral interventions from their teachers. Their ideas should be respected, but within the guidelines and parameters that a teacher can set out for them. For example, in a class meeting this week, the students asked to be able to use stress balls and other fidget toys during the day so that they can focus better and listen more. While I have followed through on this suggestion, I still need to model for the students the proper ways to use these devices and enforce guidelines for their use. If students do not respect these guidelines, then they will not be able to use these devices anymore. In addition, gaining and maintaining their attention during lessons requires the use of strategies such as clapping in patterns or using calls and responses, and occasionally turning off the lights when their behavior has reached an out of control level. Although I told myself that I would not use these strategies, I can see now that they are both useful and appropriate. After all, although empowerment is the ultimate goal, since students are still learning the proper ways to behave in society and build their own social and emotional competencies, they cannot be left to their own devices but rather must be guided by the mentorship of their teacher. Therefore, while I still believe strongly in the power of relationship, the need for diverse and creative learning experiences, and the goal of empowerment towards self-regulation, I now that these approaches must be balanced by a strong hold on management and a teacher’s position of authority and respect in the classroom.