How do I create a positive classroom environment?
In setting up the classroom I place the desks in pods. I consider a number of aspects when assigning seats. I place the students who are easily distracted near the front where they can focus on me while I am giving instructions. I place high achieving students next to low achieving students so that they can help them out. I also sometimes place high achieving students with each other so that they have an opportunity to work together with someone at their level. In the first class I ask the students to write down answers to some questions about themselves. They write down their name, an adjective that describes them that starts with the first letter of their first name, something that most people know about them, something that most people do not know about them, and whether they like to work in a group or alone. I write these details on my seating plan and this helps me get to know them better. One of the key strategies I use in the classroom is modelling. I model respectful and kind behaviour to the students so that they will behave this way as well. Another strategy I use is multi-modality. I give instructions in a variety of ways. I say them orally, I put them up on the overhead, and I give them in a handout or graphic organizer. I also use scaffolding. After I have given instructions I do an example of what I expect the students to do. I do the example together with the whole class before I ask them to do the rest of the activity on their own or in groups. These strategies benefit all students, especially those with learning disabilities. I choose curriculum based on what I think will be most interesting to the students. I try to choose things that relate to their lives. I structure my class with a variety of activities that cycle between solo work, partner work, and group work. I try to involve seat work and activities where they can move around.
What are my educational commitments?
I am committed to being a part of a community. I do not simply want to teach lessons and then go home. I want to coach a team or sponsor a club. I want to be involved socially with my colleagues. To me being a teacher means being a role model and connecting with my community.
What are my strengths as a teacher?
I believe my strengths as a teacher are my ability to lead, my affinity for adolescent people, my communication skills, and my interpersonal skills. The word that was used most frequently to describe me on report cards as a child was “leader”. I have been in this role since I can remember. I have the ability to motivate people and have them work towards a goal. I also have a lot of patience for adolescent aged people. I have strong communications skills, but written and verbal. I also have strong interpersonal skills when it comes to a workplace. I make friends easily and I enjoy working with other people. This is a main reason I wanted to be a teacher.
What are my struggles as a teacher?
My strengths are also my struggles. As a leader I need to make sure I take other peoples opinions into consideration and not be too pushy. I need to be careful not to be too casual with the students. I am their teacher not their friend. I need to remain empathetic when communicating so that I am honest but not harsh. These considerations must also be applied to my interpersonal relationships with colleagues.
What are my responsibilities to and expectations of my students?
My responsibilities to my students are to create a safe and open classroom community where they can fully express who they are while learning valuable information. They most important academic things for them to learn are how to think critically and where to find reliable information. I also want to encourage them to grow personally by increasing their self-efficacy and self-confidence.
To read about some key inquiry questions that I will pursue as a new teacher, read my “Inquiry” page 🙂