Reflection | EDU6130

HOPE Principle H3: My Interpretation

The principle H3: To demonstrate a positive impact on student learning, teacher-candidates honor the classroom/school community as a milieu for learning. To me, this means that teachers can honor student diversity and their right to learn through the use of classroom management tools which promote positive teacher-student relationships and involve the practice of rules, procedures, and an empathetic mental set. The H3 principle is about creating a physical and social environment where students feel welcome and can engage in learning despite their differences or needs, and it means taking part in a community where students and teachers can relate and be productive together.

The key aspect of the principle, to build positive relationships between teacher and students, is critical because of how it sets the overall tone of a classroom. Marzano (2003) writes in Classroom Management that Works, “If a teacher has a good relationship with students, then students more readily accept the rules and procedures and the disciplinary actions that follow their violations” (p. 41). What can teachers do to foster these positive relationships? Marzano (2003) offers several suggestions including:

1. Find appropriate balance between dominance and cooperation – this includes using assertive behaviors and setting clear learning goals (dominance) but also allowing for flexibility in those areas, especially for students with special needs (cooperation).

2. Take personal interest in students and model pro-social classroom behaviors – taking a little time to find out what students are interested in outside of school can show students that they matter and can provide an example of positive social interaction.

3. Be aware of the needs of different types of students – teachers are sensitive to students who exhibit such behaviors as passive, aggressive, attention problems, perfectionism, or social ineptitude.

4. Implement appropriate rules and procedures and bring students into the process – when students take a role in the rule making process, they become a member of a community that is peer regulated and are more willing to uphold their own standards.

Teachers who follow these suggestions can help students find their place in the learning milieu by creating boundaries and respecting them with consistency and emotional objectivity. Student behavior will be reflective of their teacher’s behavior, and students benefit from knowing their teacher and feeling that they are individuals, not just another body in a chair. According to Marzano (2003), “…well managed classrooms provide an environment in which teaching and learning can flourish” (p. 1). As I begin to practice my own classroom management, I will keep in mind the importance of my role as an example to be followed, in communication and cooperation with others. While the physical space of the classroom can be used to promote learning, with a well designed layout lacking distracting décor, I believe the most important space is the teacher’s and student’s mental & emotional head-space. I think by honoring each students right to a positive, pro-social learning environment, students will become superior participants in the classroom and school community.

Reference

Marzano, R. J. (2003). Classroom management that works: Research-based practices for every teacher. Alexandria, VA: Association for Supervision and Curriculum Development (ASCD).