SAFE AND CARING CLASSROOM
A SPACE FOR RISK-TAKING, FAILURE, LEARNING, AND CREATIVITY
As a visual and kinaesthetic learner who only became invested in school after discovering art and other hands on elective courses, I aim to recreate that same safe space that meets the needs for students to be engaged in school. This safe space is open to failure, gives chances and opportunities to improve, and cultivates curiosity. I firmly believe in learning through play and through trial and error. To cultivate this, it is essential to create a community, school, and classroom climate that is inclusive, positive and supportive. This ideal learning environment is the foundation to any teaching to happen.
ENGAGING IN INQUIRY-BASED LEARNING
While teaching curriculum content may appear to be the most important task for a teacher, it is important to realize that for the students, it is relevance to their needs and desires that are most important. To those who are already masters of their self-efficacy, what they need are lenses and opportunities to a wider worldview of global issues and systems that they will soon be engaged within. This means that teachers are most valuable as facilitators, which includes the role of providing inspiration, mentorship, and management of the classroom learning environment, as highlighted in the shift to Social Emotional Learning (SEL) and inquiry-based learning.
CLASSROOM MANAGEMENT
SOCIAL EMOTIONAL LEARNING
Previously, I had the traditional misconception of Classroom Management as a punishment tool. However, after learning that the Classroom Management can be Positive Behaviour Support Systems (PBS), which are closely linked to SEL theories, the role I play has grown in importance, where previously I was too focused on giving autonomy to the students. To foster the ideal classroom run by student-centered and student-led teaching, there must be a clear framework.
STUDENTS AS CITIZENS
Similar to other structures and systems of society, such as driving regulations, developing and explicitly teaching expectations and procedures of functioning in the classroom is essential for the well-being of each member. The cultivation of this community is through the safety net that prevention provides. Prevention methods include School-Wide Positive Behaviour Interventions and Support (SWPBIS) systems, explicit teaching of expectations, pre-correction, establishing routines, and the agreement and teamwork of each member of the school community.
MOTIVATION
I believe both in intrinsic and extrinsic motivation: however, that for most students, intrinsic motivation starts from receiving extrinsic motivations that are associated with a positive intrinsic feeling. Thus, I believe in the use of both PBS and SEL to run a successful classroom, fostering successful learners.
