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  • Philosophy of Education Template

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    The document outlines Quintaveon Noble's philosophy of education, including their views on classroom environment, ideal classroom, student-teacher relationships, motivating students, and primary goals. Their classroom environment aims to be quiet but allow talking after good behavior. Fridays may involve devices if students had a good week. Their ideal classroom fosters respect, care, and family-like bonds between students and prohibits arguing. They will give and expect respect from students, discourage arguing, and ensure alignment between teachers and students. Students will receive candy for good quizzes or extra credit chances to improve, but lack of effort earns no credit. The primary goals are for students to feel love and success, and to feel comfortable discussing anything with the

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    The document outlines Quintaveon Noble's philosophy of education, including their views on classroom environment, ideal classroom, student-teacher relationships, motivating students, and primary goals. Their classroom environment aims to be quiet but allow talking after good behavior. Fridays may involve devices if students had a good week. Their ideal classroom fosters respect, care, and family-like bonds between students and prohibits arguing. They will give and expect respect from students, discourage arguing, and ensure alignment between teachers and students. Students will receive candy for good quizzes or extra credit chances to improve, but lack of effort earns no credit. The primary goals are for students to feel love and success, and to feel comfortable discussing anything with the

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    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
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    4 views1 page

    Philosophy of Education Template

    Uploaded by

    api-525644801
    The document outlines Quintaveon Noble's philosophy of education, including their views on classroom environment, ideal classroom, student-teacher relationships, motivating students, and primary goals. Their classroom environment aims to be quiet but allow talking after good behavior. Fridays may involve devices if students had a good week. Their ideal classroom fosters respect, care, and family-like bonds between students and prohibits arguing. They will give and expect respect from students, discourage arguing, and ensure alignment between teachers and students. Students will receive candy for good quizzes or extra credit chances to improve, but lack of effort earns no credit. The primary goals are for students to feel love and success, and to feel comfortable discussing anything with the

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Flag for inappropriate content
    of 1

    My Philosophy of Education

    Quintaveon Noble

    My Classroom Environment
    (at least 4 sentences)
    My classroom enviroment should atleast be quite.
    But if the class had a good day they can talk.
    And if they had a good week then on friday can be device day.
    They also always have to raise there hands and ask questions.

    My Ideal Classroom
    (at least 4 sentences)
    To have respect, and to care for each other.
    Almost like a family. Because we technically are a family.
    If you or anyone in the class argue you´ll be sent to the principal.

    Student/Teacher Relationship
    (at least 4 sentences)
    If the student is respectful ill give respect back. They must be caring for eachother. A teacher and a
    student should never argue. And they should always make sure they see eye to eye.

    Motivating My Students
    (at least 4 sentences)
    If a student does good on a quiz ill give them candy. If a student doesnt do so well then ill give them 2
    or 5 more extra credit points to redeem thereself. But if they dont show effort they wont get credit.

    My Primary Goal
    (at least 4 sentences)
    I just want my students to love. Well not all of the ofcourse. Also i want all of my students
    To be able to talk to me about anything. And i want them all to succeed.

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