Classroom Management- I’m working on that
As I continue to look at my OWN biases and how I might influence what I teach, I’m continuously struggling to make sure my own opinions don’t fall into what I’m teaching. I don’t know if other educators struggle with this, but I know I do. I’ve always thought that I was a pretty translucent teacher and that I approached things with all sides of the story- But I am now realizing that I tend to lean towards subjects that are more comfortable for me to teach and ideals that match my own. I don’t always like to push the envelope. I’m working on empathy and understanding. I’m working on patience and creating a culture where my students WANT to come to school. Classroom management? I’m working on that.
I’m actually reading a book by Dr. Dee Bell Williams called “Culture-Focused Teaching.” And it talks about how to manage the classroom in an effective way. Something that resonated with me in particular is in chapter 11 titled “creating a culture of vulnerability.” It discusses how an educator needs to create a classroom in which children feel safe so they can share their emotions. I’ve always believed that relationships are the most important part of teaching students and that if they feel comfortable with you they will explain the emotions behind the actions. Classroom management is a huge component of maintaining a CFC (culture focused classroom), and Dr. Dee continues to explain that through the three Key Components listed in her book, you can create a space students feel comfortable In. I’m working on that.
SIDE NOTE: This concept of creating vulnerability made me realize that educators also need to do this with each other. I think sometimes teachers have a difficult time becoming vulnerable with one another because it seems like it’s such a “cut-throat” system. I don’t think teachers have realized how beneficial it can be to work together. This is not something that comes easily, especially when you work with others who might not embrace team work, but it’s worth the effort. I’m working on that.
I’ve always been fairly good at classroom management, but it never occurred to me that the systems I have in place could be encouraging a negative approach rather then an opportunity to grow and learn. That belief of oppressing the situation rather then addressing it really bothered me. I know that when I’m in the heat of the moment, there really isn’t always time to hash out the actions behind the behavior. But I feel like the shifting of thinking and the changing of our educational systems might enable me to spend that time really getting down to the root of what’s going on with my students.Why are we always trying to “fix” or stop situations rather then discuss them? I realized that my classroom management plan might be enabling the latter and I’m not okay with that. Of course I never went into designing my management plan with suppression in mind-However as I study systematic racism I’m learning some of the procedures that are in place are in fact geared towards silencing children rather than understanding them. I’m working on that.
Looking closely at my past discipline logs, putting student relationships first is likely why I don’t have as many issues in the classroom, but there are always those students that you just don’t “click” with. Sometimes discipline has to be done and as I look at my classroom management plan, although I don’t feel it is set in oppression, I do feel that there are places where I could ensure more empathy and discussions rather than punishment. I think I could create more opportunities to learn and discuss. I’m working on that.
So as I continue to read and grow, so do my classroom philosophies. I actually have created a physical as well as a virtual classroom management plan that I plan to release on my teacher pay teacher store for free. It’s a resource that I gathered from a Google classroom opportunity that was provided through my district and the template is not mine but rather from a program called CHAMPS. Randy Sprick has a fantastic training called Safe and Civil Schools and I highly recommend attending if you ever have the chance. His philosophy also encompasses the philosophy of relationships and routines over punishment and ostracizing students. I actually wrote a post about attending this program last year in Portland, Oregon and I think if I can combine all of the different philosophies I’ve come across I will be able to create a really fantastic culture for my own classroom and like I stated above, this is a project that is continuous and fluid- it will always change and I’m ok with continuing to work on that.
