Candace WilliamsClassroom Management Plan
“Happiness is when what you think, what you say, and what you do are in harmony.”Mahatma Gandhi
Part 1: Ideology
Long story short, I teach because there are children. Children are society’sprecious gems. In them, we see reﬂections of the past as they internalize the goals of our civilization, and take on our traditions. We see ﬂashes of the future. In time, theircuriosity and ambition will rearrange the building blocks of our civilization. I believe allchildren deserve to have a stake in this decision-making process. People must have thefreedom to choose elected leaders, career paths, where we live, and who we associatewith, without undue inﬂuence from socioeconomic issues of birth. In our society, thisfreedom is not free for all. The culture of power has many gatekeepers. Lisa Delpit saysthere are many codes of power, from ways of talking, to how one dresses. These codesare a reﬂection of the middle and upper class because they deﬁne economic, political,and social success in our society.
I believe all members of society, regardless of class or culture, should have thechance to redeﬁne these codes as time progresses. As Delpit says in
, “ I also do not believe we should teach students to passively adopt an alternatecode. They must be encouraged to understand the value of the code they alreadypossess as well as to understand the power realities in this country. Otherwise they will be unable to work to change these realities” (40). Giving students access to the culture of power is not my primary goal. The word “access” seems too passive. I want mystudents to take a leadership role in redeﬁning the culture of power. Freire says “Themore people become themselves, the better the democracy” (145). I want to help create aworld where people see themselves reﬂected in institutions of power.
If I could see them in 15 years....
“Ability to redeﬁne the culture of power” is not an assessment criteria found ontests, rubrics, content standards, or curricula. It would be too easy for me to say “I wantstudents to be critical thinkers”. Critical thinking has become a meaningless catch-allphrase for all productive behaviors. If I saw my students 15 years after I met them, Iwould want them to: