S.

Knutson

Statement of Class Governance and Learning Strategy Beliefs

Class Governance

Introduction
I have often been under the impression my generation conducted themselves in an
exemplary manner, as far as school discipline was concerned. As a student in elementary, junior
high, and high school, there were stories about the students who were 8-15 years older than me—
stories both shocking and compelling—which I interpreted to mean these kids were terrors in the
classroom. Later, after my own primary and secondary education was completed, I looked at the
kids currently in school and asked myself, with the wisdom of any twenty-something, how their
teachers could stand trying to harness their attention. Mine, I decided, was the golden age of
classroom management.
In retrospect, I’ve gathered my shimmering impressions, examined them, and realized the
ability of teachers, rather than any innate goodness my generation possessed, was responsible for
my recollection of wonderful classroom environments and effective learning. Certainly, I also
had my share of teachers who did not exemplify a positive classroom environment, but I believe
I was more blessed than some.
In elementary school I would venture to say each one of my teachers cultivated
classrooms with successful models of governance. I think I should also say, however, that as a
young learner I was highly competitive, self-motivated, well supported at home, and possessed a
loud inner-critic. All these factors likely set me up to be a compliant, eager-to-please student.
This is important to note because my perception of the way my teachers conducted their
classrooms might be rose-colored and not highly accurate. Later, when my junior high and high
school years are discussed, I think my evaluations of successful and unsuccessful classroom
governance models will be more reliable.

Personal Experience
I completed my primary education in a K-12 building, and each elementary teacher had a
blended classroom with two grades each, up until sixth grade, which stood on its own. All total, I
had four teachers, each of whom I am still friends with to this day. I don’t remember very much
about the academics or the behavioral trends of Kindergarten and 1st grade, but I do remember
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the close camaraderie. Tables were shoved together to form groups and shelves were filled with
all sorts of interesting manipulatives. Our teacher was not only interested in what we learned, but
she was interested in us as humans. Any time a student would draw her a picture, she would hang
it up on the bulletin board behind her desk. I felt safe and cared for in her classroom.
My second and third grade teacher filled her room with things to inspire natural curiosity.
She gave each of the students’ jobs that felt important. Every year we would raise salmon from
egg to fry and release them in the spring. During the winter we would all cycle through having
the job of feeding them—something that required precision and teamwork. In this class we also
presented a project called “All About Me”, an annual assignment which helped the class and the
teacher get to know one another. We were also often encouraged to move our bodies in order to
get our brains engaged and the teacher exemplified “modeling” activities that were appealing,
meaningful, and broad. She was well-organized, set high expectations, and practiced consistency.
In fourth and fifth grade I recall that the work was significantly more difficult. The
teacher treated her students with respect, trust, and kindness. She had an organized classroom
and student work and projects were hung with care in the long hallway outside. Out of all my
teachers in elementary, however, it was with this teacher that I felt the least like she really
wanted to get to know me. I would venture to guess this might have been harmful to classroom
discipline in another situation, but the kids in my class were already my community. We had
been going to school with one another for four years already and we knew what was expected of
us, thanks to the example of our previous two teachers. There may have been another reason for
the exemplary behavior, as well. The fourth and fifth grade classroom was right across the hall
from sixth grade. Here resided the teacher of every student’s nightmares—we were terrified to
enter her class.
Sixth grade would come, though, despite our fear. And with this new grade I was
introduced to a different kind of classroom structure. Our teacher was something of an
authoritarian and it was widely known that you would get into big trouble if you acted out in
sixth grade. Mrs. Moore made it clear from the beginning that we were transitioning out of being
little kids, and she expected us to act accordingly. The reason why this worked was because she
treated us with the respect she expected us to show her in turn. I felt that she trusted us to make
the right choices, and if we did not, she would be there to guide us back on course. She was
deeply invested in each of her student’s lives and it felt like a privilege to have her write back in
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the assigned reading journals. Mrs. Moore also fostered student independence with a snack cart,
from which the class would earn money to go towards the sixth-grade field trip at the end of the
year. This trip would be entirely planned by the class, with the teacher acting simply as financial
advisor. She also provided activities of choice to participate in when work was finished.
From these formative elementary years and the teachers that accompanied them, I can
conclude that effective classroom structure, environment, management, governance, or whatever
you wish to call it, has a blending of practices which make it effective. One form of blending
these practices might suit one teacher perfectly, but not fit quite right for another. Despite
differences, however, I think there are common elements. Among these elements are physical
classroom organization, communication of consistent expectations, respecting and caring for
students, varying methods of teaching content, and, above all, developing teacher-student and
student-student relationships.
My high school experience could serve to show both an excellent, successful model of
classroom governance, and an unsuccessful model. The practice of teachers whose methods
proved to be unsuccessful was varying. One teacher, though he infrequently utilized classroom
collaboration, taught content without variance, in a predictable structure. Predictability is not a
bad thing, but the student’s brains were not engaged, and I know much of my own time in this
class was spent hiding a novel under my desk, trying to read without getting caught.
Additionally, apart from those who were involved in sports, the teacher did little to get to know
his students. The classroom was also uninviting—lined with rows of desks and very little on the
walls.

Professional Experience
The successful model of my high school years was exemplified by the teacher I chose to
reach out to for some dialogue concerning classroom governance. He taught history, economics,
government, yearbook, technology, and drama. His foremost advice for a well-managed
classroom was that a teacher must first like kids, really love what they teach, and knows how to
achieve engagement. to really get to know the students; to create relationships with them. This
relational process could even begin before the school year, and is the foundation upon which an
engaged classroom is built. He was sure to note that effective classroom governance is also a
process. It isn’t something that happens right away, but evolves over years and years of practice
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and frequent self-evaluation. Classroom governance is hard. It is what will cause you to work
10–12-hour days. When you really get to know your students, giving your best is important. He
also noted that classroom governance is made so much easier when the students are self-
motivated to be present and to learn. It is when there are students who would could care less
when your work is really cut out for you. What is it that will catch their natural sense of curiosity
and create a sense of ownership, care, and pride toward their work?
In terms of expectations, rules, and consequences, this teacher shared that he sets
expectations from the very first day. He creates a classroom where students are not only
accountable to the teacher, but also to one another. When a student breaks an agreed upon rule,
the consequence is immediate and consistent. He said that it is ok to be on a student’s bad side.
Finally, his last recommendation for a well-managed classroom, and one that may well be
the most important, is that teachers should prioritize self-care. You will be of no use to the
students if you are stressed, run-down, and uninspired. Losing your temper with a student means
you have lost. Good mental health is neglected, yet so important.

Parent Experience
I spoke with my own parents about their perception of my teachers in primary and
secondary school, and noticed common themes rising to the surface. Relationship and engaging
material, as well as a noticeable passion for teaching were foremost in their recollections. They
spoke about how teaching was a lifestyle for many of my best teachers. This didn’t mean that my
teachers did nothing else—it’s more like everything else they did that wasn’t school somehow
made it into school anyway. The 2nd and 3rd grade teacher who had her class raise salmon eggs
every year? She loved fishing during the summer. The 4th and 5th grade teacher who read aloud to
the class so often? She volunteered at the library every summer. Not only did the most effective
teachers demonstrate a passion for their craft, they also made significant impacts in student lives
outside of the classroom. They were a part of the community; part of sports, of fundraisers, of
music productions, of religious meetings, of the volunteer firefighter team, of nature trail
preservation, and of league meetings. As they became part of the community, the school became
central to the community. It became a gathering place. It was not devoid of problems, but a place
where people were willing to come together to acknowledge the problems and lend a hand.
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Class Governance Conclusions

I must consider now what my own definition of classroom governance and organization
is. This is a definition and philosophy that I believe will inevitably change as I gain experience.
That is dependent, of course, on if I am self-evaluative as a practice. Currently, my stance is one
of believing that each classroom has a unique body of students with unique needs. One
prescribed form of governance will not work for every class. That said, I believe a behaviorally
and cognitively engaged class is a class of successful learners who are governed well.
Engagement arises from a welcoming, safe classroom where people care and respect for one
another and where learning is varied and collaborative. Expectations are clear, and the
consequences for violating class rules will abuse the accountability and trust between student to
teacher and student to student.
There are practical ways I can practice cultivating this type of environment for my own
students and certainly ways I am aware it will be easy for me to stumble. I would like to, for
example, take the first few days of school focusing on community building within the classroom.
After these days have run their course it will then be important to establish rules, or “norms”, to
guide classroom procedure and behavior. I will begin by discussing why we have rules, and what
makes rules in school unique from the rule’s students might have at home (Jones & Jones, pp.
172-173). I think older students will especially appreciate the candor, as it is common to question
why things are done in a certain way. Contrary to popular response, it is not to “make me
miserable”. Students of all ages will be equally appreciative of being able to produce an agreed
upon set of rules for the entire class to endeavor to follow in class. Despite being more likely to
take these class-produced rules more seriously, I think it is important to communicate to students
that they are not expected to be perfect. The class is learning and practicing together how to
behave, and that will take time. Additionally, the trust extended to students by a teacher who
gives this type of responsibility, may create a self-fulfilling prophecy of responsible behavior
within the classroom (Kohn, loc. 221)
I think a line from my response to the teacher I interviewed hits on one of my most
closely held beliefs about classroom governance quite well. I wrote, “I am particularly in
agreement with your belief that relationship is one of the foundations of a well-managed
classroom. I actually think if that was all we focused on, everything else would follow. After all,
a healthy relationship would ask after the other person's needs, would be engaging in its rapport
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and care, etc.” Relationships are cultivated by intentionally inviting teachers who invest in their
students (Fisher, p. 9) and students will respond in kind.
I don’t believe that authoritarian rule of a classroom is the most effective means of
eliciting the best kind of behavior from students. I am also not of the belief that a teacher is
meant to be a student’s friend, either. Jones & Jones (p. 20) quote Bowers & Flinders as saying,
“…control and caring are not opposing terms, but the form of control is transformed by the
presence of caring.” There is a middle ground not easily balanced upon—one where a teacher is
there as a partner in learning—a partner willing to work with others, yet one who “owns a greater
part of the company”. To take the simile further, as a majority partner, the teacher should be
intimately aware of everything that goes on in the classroom and have the resources, or
knowledge, to know how to deal with disruptions and evaluate what it is about the environment
that might be initiating the disruption. Teachers must also evaluate themselves in the process,
gauging whether or not it is their own behavior which impacts the success of the students they
serve (Jones & Jones, p. 4).

Learning Strategies

Environment
Students not only need ownership of classroom governance, but attention to what they
require in their learning. Effective management of a classroom will follow learning that has been
made interesting (Jones & Jones p. 3). Bill Bigelow, Stan Karp, and Wayne Au write, “The ways
we organize classroom life should seek to make children feel significant and cared about—by the
teacher and by each other…Classroom life should, to the greatest extent possible, pre-figure the
kind of democratic and just society we envision, and thus contribute to building that society.”
(Jones & Jones, p. 3) A society in which the citizens do not feel safe will not be a productive
society, just as a classroom where students do not feel safe will not be productive. “Student
learning is dramatically related to the creation of a safe climate in which everyone is treated with
dignity.” (Jones & Jones, p. 172)

Relationship
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There are many ways a teacher can work to develop a classroom where learning follows
feelings of safety and belonging. As previously stated in the section on classroom governance,
creating relationship is a large part of student’s success. As a teacher, I would like to spend
intentional time with my students talking to them about something other than school. I believe
this communicated to students that I am not merely interested in their ability to perform at
school, but who they are as a person. It could be helpful to implement the 2x10 rule, when a
teacher has a two-minute conversation with a student for ten consecutive days about something
other than school (Fisher et. al, pp. 20-21). Getting to know students will be integral to their
engagement. The relationships are not only about communicating to students that they are cared
for, but using what is learned to confront the way a classroom is run.
Another practical strategy for teachers is to strive towards never discounting the feelings
of any student (Faber & Mazlish, pp. 2-3). Those students who have consistent behavior
problems are often the ones experiencing strong emotions with no ability to use strategies to
name and diffuse these emotions. Teachers should work together with students to develop
strategies for the whole class when individuals are dealing with strong emotions (Jones & Jones,
p. 186). This strategy is another in the list of ways a teacher can assist in making the classroom
feel safe for all.

Cross-cultural Competencies
Knowing a person means becoming aware of their culture, the way they communicate,
and confronting our own hidden discriminations. Jones & Jones (p. 4) write that teachers need to
understand their student’s sociological backgrounds in order to create a safe, supportive
classroom, as well. When I evaluated my own cross-cultural competencies, I discovered there
was not one group in particular with whom I felt totally at ease. Growing up in a majority-white
rural community in a middle-class Christian conservative home wasn’t exactly helpful when it
came to expanding my cross-cultural horizons, and I found that as I exited high school, there
were many things I believed based on a single story (The Danger of a Single Story, Ted Talk).
Thankfully, my experiences living abroad, attending an international college, and working
closely with the rural development program in my undergrad at Fairbanks were all important
steps towards coming to better understand a larger variety of people. I have also discovered that
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my position working in a Title I school in Fairbanks has also allowed me to see more than one
side of a story.
Because of these experiences in my life, I have learned that there are certainly even more
ways for me to learn about cultures different from my own. I believe this can be done through
open and honest conversation that is vulnerable and growth-minded. Parents of students are a
significant resource when it comes to understanding where our students come from and the
experiences they consider to be normal. While rather intimidating, I believe most parents are
willing to share their way of life and their beliefs with teachers whose intention is to consider
what their students most need to best engage in learning.

Content
Alongside relationships, teacher clarity on content and compelling content challenges
work together to form engagement in the classroom (Fisher, p. 16). A teacher should be familiar
with current research and capable of organizing content in a way that makes sense to the
students. Content should be interactive and student-led, rather than teacher-oriented. Merely
delivering content via lecture and dry response will only engage a small portion of the class. This
engagement may even be merely physical and not cognitive; the students only give the
appearance of being engaged, when in fact their brains are on autopilot.
Content is also tied to what students are familiar with and what they are interested in.
When a teacher is aware of culture, as well as familiar knowledge which is often tied to place, all
content areas can be adjusted and formatted to fit the class as a whole.
Practically, when beginning a lesson, teachers should make sure their classroom
arrangement is conducive to learning; the students can see the teacher, the teacher can walk
freely, and desks or tables are prepared in such a way that supports the type of learning a teacher
intends. There should be some sort of signal to draw student attention to the teacher, perhaps
even a cue agreed upon by the class (Jones & Jones, pp. 200-201). This idea in particular is one
way I would like to run my own classroom, as the practice of giving students choice in the
classroom, also encourages student participation in learning. Additionally, when students have a
voice in school, they are seven times more likely to be academically motivated (Fisher et. al, p.
12).
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Conclusion
Classroom management can feel like the most overwhelming task bestowed upon any
teacher, whether inexperienced or experienced. It is an area of constant self-evaluation and
frequent frustration. There are dozens of theories and books, all claiming to be the fix for a
disruptive classroom. Lists of ways to “manage” students are common and it can seem like each
one says something entirely different. It is difficult to parse through all the differing opinions on
the nature of children or how troublemakers should be handled in the classroom. Nobody
disagrees on the tremendous importance of a well-run classroom, but no one can decide on the
elusive magic formula for its implementation.
I think the answer is in knowing what each student needs. It is not surprising news to
most educators that every classroom is different and every combination of students will produce
an environment either entirely different from the last, or remarkably similar yet with discernable
variations. The approach to the way a classroom is governed lies in these differences. A teacher
should know their students, and in time, with effort, the strategies used to engage the class in
vibrant learning will be reflected in positive student behavior.