Spurlock Master’s Portfolio

Classroom Management

My job as the teacher is to create an accepting inclusive learning environment that

supports all students' needs as well as sets high expectations for students to be socially and

academically responsible. Helping students meet these basic needs in a classroom fosters a

healthy classroom: security, association, belonging, dignity, hope, power, enjoyment, and

competence (Charles, 2014). Behavior management is the least problematic within a classroom

that encourages learning, respects and cares for all students, and clearly communicates

expectations and procedures. I believe in a classroom that promotes self-regulation where

students are encouraged and supported to make the best choice for her or his learning

experience.

As a holistic educator, I recognize behavior as one component of a student’s classroom

identity. I establish, using respectful methods, the reasoning behind the behavior and, with that

understanding, utilize my well-seasoned management tools to assist the student in resolution,

providing them the opportunity to move forward academically. The following link of four

vignettes from working in 5th grade,

https://drive.google.com/file/d/1XgDxeHTw_vWo9ADCOYgh4iiqopOqkQT1/view?usp=sharing,

outlines the methods and approaches I employ as management tools, tools that correspond

specifically to my classroom ideals and teaching philosophy. I talk to students as social equals

(Ginott, 1971). This Ginott model of modern discipline places great emphasis on the teacher's

role of continuous modeling and repeated practice with students when correcting

inappropriate behavior and praising students on their effort and improvements (Charles, 2014).

Respect & Classroom Community

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A classroom foundation should be built on respect and the need to show students they are

cared for. I strive to notice and encourage students every day using Coloroso's Six Critical Life

Messages: "I believe in you. I trust in you. I know you can handle this. You are listened to. You

are cared for. You are very important to me" (Coloroso, 2009). This year as students come into

the classroom, I am there to greet them and ask about their morning with a smile. Often,

students have stories to share or questions about the day as they get started eating breakfast.

My ongoing efforts in and outside of the classroom, to build empathetic relationships with

students, via supporting, encouraging, trusting and listening, have resulted in a high percentage

of students wanting to return to school and to do so using their best efforts (Glasser, 1990).

Students also respond positively at school when they have a strong sense of belonging

(Dreikers & Cassel, 1995). I help students meet this need by modeling positive connecting

habits, providing opportunities to construct positive social interactions, and engaging students

in class decision-making. Dreikers believed that learning best occurs in this type of democratic

classroom (Charles, 2014). My students are actively engaged in classroom decision-making and

therefore are active classroom citizens. We start the year making a classroom pledge that

highlights the following basic expectations of our classroom but using student-created wording:

we respect each other, we are curious, we try our best, we take risks and make mistakes, we

celebrate each other's successes, we are a team.

In a safe learning community where everyone is a contributing member, the students

and I (the teacher), practice a positive communal spirit in multiple ways. Participation in whole

group STEM activities, reading goals, as well as student lead class meetings, celebrations and

collective gained awareness of both social and academic engagement skills, results in
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observable increased self and given respect, as well as empathy for all members of our

classroom community.

Motivation Techniques

In class, I capitalize on student success and their interests. Our School Beaver Mascot at times

will make a celebratory drop-in to give students working hard awards. To aide in sustaining

reading engagement during the pandemic and forward, students are provided the

opportunity to use a digital platform. This platform individualizes the choice options for each

student, while tracking their success, and areas that need greater scaffolding. Within the

physical classroom, a colorful Book Caterpillar inches across the room as students

successfully finish reading books. Often, students share learning activities to extend to the

whole class, like a new PE game or teaching a new skill. This year, a student wanted to teach

her classmates how to finger weave. I put out supplies and she was able to teach 4 other

students during a Friday free-choice time. Giving students choices with their voice promotes

positive school attitudes allowing for students to exercise self-direction and personal

responsibility (Marshall, 2005, cited in Charles, 2014).

To engage and motivate students in-class, I involve students in activities about self-

esteem and self-worth like sharing stories, dances, or hobbies from our homelife and cultures.

As I ramp up my enthusiasm and share my passions with students, they become more easily

invested in being at school (Burgess, 2012). I often incorporate my love for cats integrating

funny stories about cats for writing prompts and cat story problems at math. Students love the

fun as it elicits a trend to share, laugh, and immerse themselves in stories about their animal

experiences.
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Students are invested in learning when they set personal goals. They are encouraged to

take responsibility for their work in making writers workshop writing goals, reading and math

foundation goals, and using self-evaluation rubrics. As students move toward independence,

they balance personal rights with personal responsibilities (Charles, 2014).

Teaching a growth mindset and promoting self-efficacy are important factors in my ideal

classroom. To boost student self-efficacy, the belief in one's capacity to succeed in tasks, I

encourage risk-taking, use language and discussions that support growth or hard work, and

guide with the process-oriented framework (what we are learning and how we are getting

there). At the beginning of units, during read-alouds and guided activities, when I make a

mistake, I am explicit in modeling how to assess my mistake and how I go about fixing the

mistake. Seeing their teacher calmly and thoughtfully adjust her learning can be a reminder to

students that they can learn and improve as well. Asking out loud, "What can I do differently

next time?", supports problem-solving skills. Student growth can also be experienced through

assessments like using rubrics, teaching self-assessment tools, and bringing awareness of

growth through student portfolios.

Procedure and Clear Direct Expectations

 I believe setting clear, direct, and respectful limits, as well as explicit procedures,

promotes positive, student behavior which benefits the whole classroom. At the beginning of

the school year, it is necessary to set the structure and expectations of the classroom (Wong &

Wong, 2001). I put a lot of class time into creating a positive rapport with students. However,

procedures must be explicitly taught, clearly stated, and students must have time to master

these routines. Collectively, as a classroom community, we engage in positive feedback

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regarding expectations and routine procedures, from basic hallway behavior to independent

reading time conduct. "It is the procedures that set the class up for achievement to take place"

(Wong & Wong, 2001, p. 169).

A classroom that respects all students, encourages learning, clearly communicates

expectations, and procedures is a classroom where achievement and growth can take place.

Helping students meet their basic needs fosters a healthy classroom with positively engaged

students. Students are invited into the classroom and acknowledged for their efforts, as well as

encouraged to be integral participants in the classroom community. We have fun, share

personal passions, and explore new experiences via a growth mindset. Our classroom

community promotes self-regulation gained by rehearsing/engaging in clearly communicated

procedures and expectations. As a class, we take the time to work as a team and embrace our

strengths solidifying an elevated learning environment, one I identify as my ideal classroom.

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References

Burgess, D. (2012). Teach like a pirate. San Diego, CA: Dave Burgess Consulting, Inc.

Charles, C. (2011). Building classroom discipline (11th ed). Upper Saddle River, NJ: Pearson.

Coloroso, B. (2009, August 24). Barbara Coloroso shares her critical life messages. KW
Counseling Services. Retrieved from https://www.youtube.com/watch?v=YNri6hK7Xxk

Dreikers, R. & Cassell, P. (1995). Discipline without tears. New York: Penguin-Nal (originally
published in 1972)

Ginott, H. (1971). Teacher and child. New York: Macmillan.

Glasser, W. (1990). The quality school: Managing students without coercion. New York:
HarperCollins.

Wong, H. & Wong, R. (2001). The first days of school: How to be an effective teacher. Mountain
View, CA: Harry Wong K. Publications.