Marissa Flannery

Classroom management paper #1

I want to foster learning that is engaging, successful for each student and that invites

students to make connections between the content they are learning to better understand and

contextualize their world and experiences. In order to do this I seek to learn how each student

prefers to learn. My content area book, Instructional Strategies for Middle and High School

Social Studies by Bruce Larson touches on the importance of learning style preferences in the

classroom to best create engaging lessons and learning opportunities. Larson reminds that as a

teacher I can’t just teach in the style I prefer but must take into account the different preferences

of my students and create dynamic lessons that serve all participants, me and them (Larson 34).

Students expect me to be genuinely invested in their education and learning. Students

should also trust and expect that I have planned content and activities that are respectful to them

and myself, ensuring enough time to fully understand topics, not be rushed and prepare them for

their future courses. I expect students to have what is mentioned in the book as a “growth

mindset” rather than a fixed mindset (Larson 36). This is something I can help them develop but

I expect that students see themselves as capable of learning new skills and information and

understandings rather than having the mindset that they can’t achieve these new learnings.

Classroom management includes how behavioral, academic, social, and personal

expectations are being set and met both passively and actively in the classroom. From having a

set beginning of class routine that students can take note of and learn to expect and follow, to

actively outlining accountability and rules, classroom management comes in many forms. At

Zionsville West I’ve been able to observe how even amongst different students classroom

management looks different. Some need direct redirection and reminders of expectations, while
others need more subtle, standing expectations that they can reference in the classroom and keep

themselves accountable. Mrs. Peltier has helped me see how outlining the specific expectations

for each activity while giving directions including voice level, time span, activity goals and more

helps manage what happens during class. Classroom rules/norms/expectations are meant to guide

students to create a healthy environment for themselves and their peers that focuses on

accountability, consideration and normalcy. Consistency is key! It helps make the classroom a

predictable environment which can help learning.

I can give my students a ‘voice’ in the classroom by centering my instruction around

student focused instruction (SFI). Allowing students to choose what method of learning best

serves them during lessons and activities is one way, while providing inquiry based explorations

and personal connection opportunities is another way. A way I’ve seen this in the classroom at

Zionsville West is by offering different work opportunities for students: work with me in a group,

work with a partner or work independently. This allows students to choose what they need.how

they want to challenge themselves in that moment. Student-focused instructional strategies will

support personal exploration, connections and students placing individual meaning into their

learnings and understandings as they had a part in how that information was learned or explored.

I will motivate my students by using manageable and achievable goal setting with an

optimistic and positive attitude. Larson brings up the importance of “enthusiasm and curiosity”

when it comes to motivating students (Larson 190). This is one of the very small ways I intend

on motivating students. Creating achievable goals motivates students as well because it makes

concepts and activities more swallowable. In other words, students feel more empowered to do

something that seems manageable and possible to accomplish versus something that seems

intimidating and confusing. The development of short-term and long-term goals will be one of
the ways students will motivate themselves and how I will monitor their individual success and

encourage them.

I will demonstrate high expectations for student’s classroom behavior by holding myself

to the same high expectations, have the expectations written in the room and constantly

reiterated, as well as thank students who are displaying expected behavior to motivate that

student to maintain, encourage students to copy, and do it all in a positive manner: pointing out

the good behavior versus the bad behavior. Zionsville West has messaging that is everywhere in

the school and classrooms and mantras. “Make Great Choices” is a group of high expectations

that ZW has for students and it is an easy, universal reminder of what is expected of students. I

will hold my students accountable by outlining my own expectations for them and when these

expectations aren't met or are ignored, I want to have them reflect and think about where the

disconnect is so we can work to get on the same page, understand why there are expectations and

understand what we can do to meet these expectations in the future.

I will ensure students feel safe in my classroom by approaching the classroom

environment in a positive, patient manner, having open and honest conversations with them, as

well as stating clearly any main rules about respect and care within the classroom. Meaningful

conversations with students about behavior begin with a patient mindset, don’t be accusatory, ask

students why this behavior is occurring and specifically state what behavior SHOULD be

happening and allow students to talk about if they believe they can do that and go from there.

I want my students to solve problems by being independent, resourceful and responsible.

I first want to remind them that depending on what type of problem it is, sometimes they can find

the answer themselves. Whether reading directions, reading the board, asking a friend, etc

students must learn how to independently problem solve for smaller situations. For bigger
situations that involve peers for example, I want my students to advocate for themselves and

others and feel comfortable having conversations with each other and with me. At Zionsville

West I’ve already seen students have conflict or problems with others and how they trust Mrs.

Peltier, other teachers or even myself with helping find a quick solution. I want my students to

feel empowered that they can find solutions themselves but also can utilize resources and learn

from those instances.

Finally, I’d like for parents to be a support for students outside of the classroom when it

comes to learning, their personal goals and their strengths. I do understand though that not every

family situation has the same dynamic with their student when it comes to school. I want to still

have the confidence to reach out to families for not just concerns but for compliments as well. If

their student is excelling in the classroom, they should know! If their student seems to be

struggling in one way or another, they should know. Regardless of how a parent reacts to my

hope of their investment in their student’s learning, I will try and communicate with them best so

that they know what I expect of their child and how they can help their child meet their own

goals.
 Works Cited

Larson, Bruce E. Instructional Strategies for Middle and High School Social Studies: Methods,

Assessment, and Classroom Management. 2nd ed., Routledge, Taylor & Francis Group,

2017.