Classroom Vision Narrative

My teaching philosophy aligns with the work of Gloria Anzaldua; I often draw from my

own experiences as a Mexican-American student in the public school system. These experiences

have shaped my teaching pedagogy and made me a passionate teacher always trying to create

and organize an open classroom regularly while establishing positive rules and procedures. An

inclusive classroom is very much achievable if there is a welcoming setting and a clear vision in

place, this will also lead to a productive learning environment for everyone. As teachers, we

must establish and begin our teaching journey with a clear vision and idea of our teaching

pedagogy, as I’m writing my view I find my vision to be a culturally responsive vision filled

with empathy towards others. As teachers we must be aware that learning starts at home, and that

students come to school with different backgrounds and experiences, some of those experiences

may be trauma based, having a culturally responsive classroom means you approach teaching

holistically. A holistic approach of teaching also attempts to reduce the number of stress factors

because research has shown as stated by The MindUp (2011) students have difficulty learning in

stressful environments, “In this way, fear, anxiety effectively shut down higher order

thinking.”(The MindUp 2011 p. 9).

I encourage inclusion in the classroom paired with delivering research-based approaches to

students to achieve success for students. I’m inclusive, and I respond to students needs but still

encourage them to follow through with their work, promoting self-regulation and self-advocacy.

My overall vision is for students to meet the personal growth expectations I build for them

supported by data. Implementing achievable goals for students is also part of my idea of

teaching, “Goal-directed instruction: Instructional practices are guided by learning goals that

promote independence and success in current and future settings (Salden 2015).” I consider this
concept to be important because as a teacher you have to acknowledge every student learns

differently and comes from a different setting, goals should also be differentiated and planning a

classroom environment according to that. Salden states, “...must be sensitive to inclusionary

practices, which promote acceptance, equity, and collaboration…(Salden 2015).” I always

acknowledge the uniqueness every student has, and I build my teaching off that, I see their

linguistic and cultural diversity as an asset, I strongly oppose subtractive schooling. Rather than

subtracting students L1 and try to mainstream students, we must embrace their culture and first

language. I understand how different students communicate and I’m able to work with students

in a variety of different ways. My teaching philosophy aligns with Gloria Anzaldua; I draw from

my experiences, my experience of being a Mexican-American in the public school system has

shaped my teaching pedagogy.

Classroom Map

My classroom map resembles my vision for teaching, it’s an open concept, sequential, and

organized but also with the structure to foster a positive learning environment. Weinstein (2015)

talks about six essential functions for the classrooms physical setting all of which serve a

purpose. Figure 1, is the map of the ideal classroom setup I have drawn, where I tried to fulfill all

six principals. The first of Weinstein's principals is security and shelter, in my classroom map

you can see I have placed myself at points where I can monitor the whole classroom while

having my eyes on each exit. For example, the horseshoe table is essential to me; it’s where I

will spend most of my time doing small group and one-on-one instruction, that table is located

faced in front of the exit door to monitor who enters and exits the room. Students also have

plenty of areas and opportunities for social interaction; I have a rug for whole-group instruction,

tables are in fours, there is a reading corner, a writing corner, and a math manipulatives corner.
My bulletin board is at the entrance and targets symbolic identification, and it will be welcoming

and efficient. In my bulletin board, I will post an event calendar and updates for students and

families, while also placing culturally relative information. My learning targets will be set close

to the entrance too, between the bulletin board and my whole-group literacy whiteboard for

constant reference. Each section fulfills task instrumentality, the students and I can locate

material fast, each area has a designation for content material.

With this arrangement I’m also able to walk up and down the tables to assist students,

and for students to interact too. To have pleasure and growth in my classroom setting I will use

warm colors, and have a rich literacy environment, with books on display in my reading corner,

word walls, and graphic anchor charts, and context clues. I envision my classroom being open,

neat and welcoming while setting clear expectations for appropriate treatment of materials and

spaces, Dillon (2018) states “Classroom management becomes easier when space showcases

high expectations.” (Dillon 2018). I will also ask students for their input on what they want to

add or change and have space for flexible seating. The classroom is just as much theirs as it is

mine, it’s essential for students to have an important in your whole classroom environment.
 Figure 1

Key

Yellow Whiteboard 1: Bulletin board and Calendar

Whiteboard 2: Learning Targets
Whiteboard 3: Whole group Literacy Instruction
Whiteboard 4: Small group instruction
Whiteboard 5: Math Instruction

Pink Shelving;
Student self serve supplies
Folders; each student has his/her spot to place student work
Student Cubbies for backpacks
Computer cart
Math manipulatives
Books
Teacher (teacher only) supplies

Blue Seating;
Rug seating for whole group,
Horseshoe table for small group instruction
Student desks/tables seats 4
Blue circle indicates teacher stool

Green Exits and Windows

Rules, Norms, and Procedures

Just like your the classroom setting is important, the norms and rules established are just as

important as well. To me effective classroom management is the culmination of a teachers

vision, classroom environment, and the delivery of those norms and procedures to students. How

you deliver rules, norms, and procedures is a big part of the effectiveness, teachers must build

and deliver them in a strategic plan, with purpose and to serve a common good. I want students

behavior and learning to be intrinsic, and stray away from rewards and consequences, “Rewards

and consequences don’t work--or at least, they don’t teach.” (Smith et al 2015 p. 6). Smith and

authors also define effective classroom management in their book by stating, “Cassetta and

Sawyer (2013) define classroom management as being “about building relationships with

students and teaching social skills along with academic skills” (p.16) and we couldn’t agree

more.” (Smith et al 2015 p. 2). I couldn’t agree more with this statement that's why I will first

build relationships with my students, by possibly making a cultural cuilt, learn about my

students, and have them learn about me. After I will enact a whole group social contract, a

mutual agreement about our classroom norms, I believe students are more prone to follow a

mutual agreement if they care and know the other person involved. Therefore the function of

rules, norms, and procedures in mine classroom will be rooted from respect. While

distinguishing between the three concepts, for example we have rules on how to respect

equipment and materials, handle classroom boks with care. We have discussion norms to respect

others while they are talking, and we have respectful transitions to respect others time for

learning. Figure 1 and figure 2 are examples of norms in my mentor teachers classroom, I agree

with the classroom norms, but feel the transition norms lack positive words. In addition to the

previously stated, as part of my procedures and to ease transitions I want to devote a time for

meditation or quiet time, Dillon (2018) states a very important issue we now face as teachers,
“Our students carry a lot of stress with them. This stress can come from many sources—

including trauma, poverty, or academic pressures.” (Dillon 2018). Because rules and academic

instruction are important as teachers we often find ourselves stressing routines and behavior

norms too much, and often miss situations that can me happening outside the classroom.

Therefore I want to be mind conscious about students stress outside of school, and express to

them that my space is safe and we allow room and time for meditation and reflecting.
Figure 2 Classroom Norms Figure 3 Transition Norms

References

Dillon, R. (2018). ROOM FOR IMPROVEMENT: Becoming more intentional about classroom

design can help teachers manage behavior, build community, and improve learning.

Educational Leadership, 76(1), 40. Retrieved from

http://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=f5h&AN=13174

4392&site=eds-live&scope=site&custid=s8728519

The MindUp curriculum. brain-focused strategies for learning-and living. (2011). New York,

NY: Scholastic.

Salend, S. J. (2015). Creating inclusive classrooms: Effective and reflective practices. Upper

Saddle River (N.J.): Pearson.

Smith, D., Fisher, D., & Frey, N. (2015). Better than carrots or sticks: Restorative practices for

positive classroom management. Alexandria, VA: ASCD.

Weinstein, C. S., & Romano, M. E. (2015). Elementary classroom management: Lessons from

research and practice. New York, NY: McGraw-Hill Education

Disclaimer: Figure 2 and Figure 3 were obtained from the Glenwood Springs Elementary second

grade team