Allison Benton

EDE 4504
Inquiry into student learning
Philosophy of management:
My philosophy of management is based upon the interests and needs of my
students. How can teachers ensure that their behavior in dealing with classroom
discipline problems will be effective and match their beliefs about students, teachers, and
learning? (Levins, Nolan Pg. 88) This question reminds me that we all have our
discipline systems that we think work the best, however we should adjust them based off
the needs of the students. Each year my discipline system will be based on my students
and what works for them. One year I may have a rigorous discipline system whereas the
next year it may not be. As a future educator I want to provide a safe and comfortable
environment for my students to meet every opportunity placed in front of them.

I believe classroom management can only be as good as the classroom community you
create. The well-being of a group is the most fundamental collectivist value. (Rothstein
and Trumball, pg.80) Classroom community should begin at the start of the year. In the
beginning of the year I will have trust building activities, ice-breakers, and activities
where my students will get to know each other and myself. In addition, I care about each
of my students academics and their home life. I think it is important to have one-on-one
conversations with my students. My goal is for my students to reflect the respect I have
for them to me. Relationships play a huge role in classroom community as well as the
physical environment. My internship classroom is set up so that welcomes the students

and facilitates collaboration. There are three groups of desks and each group has 6 desks,
they are set up for students to work in pairs or in groups. I would like my future
classroom to reflect a combination between a cooperative and collaborative learning
style. My teacher allows our students to take their math tests anywhere in the classroom.

References:
Rothstein-Fisch,C.,&Trumbell,E. (2008). Managing Diverse Classrooms: How to Build
on Students? Cultural Strengths. ASCD.
Levin, J., & Nolan, J. F. (2013). Principles of classroom management: A professional
decision-making model. Pearson Higher Ed.

FEAP 2
2. The Learning Environment. To maintain a student-centered learning
environment that is safe, organized, equitable, flexible, inclusive, and collaborative,
the effective educator consistently:
A. Organizes, allocates, and manages the resources of time, space, and attention;
Evidence:
1. http://allisonbenton.weebly.com/blog/category/feaps-2a
I am currently in a third grade classroom where there is a rug designated for a
whole group meeting area. They use this area when they are creating anchor
charts on the bulletin board therefore they are all facing the board. This area has
clear pathways because there is a bookshelf closing one side off and the walkways
are the tile sections that are open. Both spaces allow for a welcoming classroom

community that fosters discussion and openness.

During my lessons I make sure to utilize the carpet area and their desks. My
second university observation the students sat on the carpet to watch a video on
perimeter and area.
2. This is a screenshot of the notes taken by my internship professor on my second
University observation. My lesson was on area and I had my students sit on the carpet to
watch a video on area.

B. Manages individual and class behaviors through a well-planned management

system;
Evidence:
1. The school wide reward system is JSR bucks. Students receive JSR bucks for behaving
good, helping others, and going above and beyond. If students have enough bucks at the
time of the mystery event then they get to attend. Mystery events vary from watching
movies with popcorn to outside activities.

2. Our classroom reward system is filling up a jar with marbles. Marbles are put in the jar
when students are on task, working hard, or behaving extremely well. Once the jar is
filled the class has one hour for a fun activity. At the beginning of the year the students
came up with the fun activities they wanted to do. The activities included crafts, playing
outside, watching science videos, or a class treat like popsicles.

3. http://allisonbenton.weebly.com/blog/category/feaps-2b
C. Conveys high expectations to all students;
Evidence:
1. http://allisonbenton.weebly.com/blog/category/feaps-2c
We must be able to see and name what we hope for before we can realize it. I

pulled this quote from the text because we always need to have a vision in order
to see and achieve progress. Our visions will be different just as our reasons for
becoming a teacher are different however all of them should be positive that
includes hope and possibility. My vision for my students this year is to see them
grow academically, build friendships, and exceed my expectations.
In addition, students have a 3rd grade math portfolio where we make goals and set
expectations for each student.

2. I used this indicator chart at the end of my lesson on area and perimeter to see
where students felt they were at on the content. This is a great tool to raise
expectations because the student themselves will notice that they need to keep
working hard.

D. Respects students cultural linguistic and family background;

Evidence:
1. http://allisonbenton.weebly.com/blog/category/feaps-2d
This year I am in a 3rd grade math and science ESE infused classroom including
a variety of cultures. Through my internship I have observed Hispanic students
are shy and quiet. In the past I thought this was because they did not have a large
vocabulary or were nervous they were wrong. These assumptions may be right
but through this weeks readings I have also learned about how cultural differences
take place in the classroom.
After learning about different cultures in the readings such as the Hispanic culture I
observed some attributes take place first hand. For example, one of my girls J is very

sweet and smart and is soft spoken and rarely speaks. She is Hispanic and this trait is
common for the majority of my students.

2. CT observation notes taken on 12-3-15 on finding the missing side of a rectangle. I

have taken the time to get to know my students academics and home life. My students
are always sharing stories that took place outside of school with me. Knowing the
struggles my students have outside of the classroom shape my lessons and goals for my
classroom.

E. Models clear, acceptable oral and written communication skills;

Evidence:
1. Since writing this blog I have completed an anchor chart in my classroom with
my students on shapes.
http://allisonbenton.weebly.com/blog/category/feaps-2e
Making an anchor chart as a class is a great way to increase student involvement
and makes a great visual tool in the classroom.

2. My second university observation on 11-18-15 was on perimeter and area. The

screenshot below is of the observation notes taken by my professor on my lesson.

F. Maintains a climate of openness, inquiry, fairness and support;

Evidence:
1. The student in the below picture has ADHD and is constantly doing something with
his hands. When he cant focus, my CT or myself will give him gum or this fidget
stick so that he can focus. This is one act where we try our best to support our
students so that they can do their best.

2. After each unit test students log their grades onto this chart into their agenda. This
tool allows students to see if they have made progress or not and keep themselves as
well as their parents accountable. My CT implemented this chart in the classroom but
I have assisted my students in logging their grades and making goals for themselves.

G. Integrates current information and communication technologies

Evidence:
1. My first CT observation took place on September 30th. Here is a picture of the notes
my CT wrote during my lesson. During my lesson I used the promethium board for
this first time. It was stressful but exciting to use.

2. My second observation by my professor I introduced the lesson with a video.

https://www.youtube.com/watch?v=qU8aWpRd6Qw

3. 11-12-15
CT: Take over going over the test with them on the promethean board.
Me: I'm not very good at using the promethean board.
CT: Well you are going to need to get comfortable using it eventually.
Me: Ok!
I actually really enjoyed using the board and it was a great source to use to go over a test.

H. Adapts the learning environment to accommodate the differing needs and

diversity of students; and
Evidence:
1. My Ct and myself are consistently arranging groups that will be best for our students.
On 11-12-15 we were making science project groups. We had to avoid girl drama and
students who distract each other while making groups that will be the best for everyone.
Example: Group 1: P, C, O, L
When we made this group we considered girls that are willing to work with boys because
normally in third grade girls like to work with girls and boys like to work with boys.

3. This is a picture of the seating arrangement in my internship classroom. We will

make adjustments as the year goes on if students are distracted. In addition, students
are constantly out of their seats working with partners or groups around the
classroom. The classroom is arranged into 3 groups of 6 that allows for shoulder
partners, groups of 3, or a large group of 6.
Seat arrangements:

I. Utilizes current and emerging assistive technologies that enable students to

participate in high-quality communication interactions and achieve their
educational goals.
Evidence:
1. Each morning I remind one student to get onto I-station to complete his 20 minutes.
He gets here early in the mornings and he is supposed to go to the reading club on
campus however he refuses to go. Therefore we substitute I-station for the reading
club.
I-station takes place on the computers in the below pictures.

2. In my internship classroom we give students who cannot focus a stress ball or fidget
stick to help them focus.

Facilitation of learning environment:

I feel that I can always practice my classroom management skills because I
always want to work to become a better teacher. This past semester I have learned so
much about myself as a teacher because I was in the classroom two days a week. I want
my future students and myself to have a mutual respect for one another so that I do not
have to use my authoritative voice often. I have also learned that some students work
better with different teaching styles. My classroom currently respects an authoritative
voice. For example, asking a student to politely sit down often does not work in my
classroom because they are distracted and not listening. We do not yell at them however
we have to use a strong voice telling them to sit down. This observation led me to think
about how I want to start my future classroom from the beginning. I want to lay strong
ground rules so that the rest of the year will go smoothly. I will have my students come
up with the ground rules so that they have a sense of ownership and follow the rules.
I am working on smooth transitions in my classroom between activities and
having consistent responses/ behavior with my students. I often forget to transition my
students smoothly because I am preparing for the next activity. With time I think my

transitions will improve. In addition, I feel as though my responses with my students are
not always consistent. I think this is because sometimes I want to be their friend and then
other times I am an authoritative teacher. Just as I mentioned above I believe this is
where a mutual respect for one another is a large contributing factor. I believe with more
experience I will be able to accomplish both of these goals and then find new goals to
accomplish.