Teaching Philosophy

1. Praising effort rather than ability

a.

In my classroom I will be constantly using the praising effort rather than ability strategy.

It is extremely important that I view ability as something that is subject to change and not as
native or permanent. Having this mind set will allow me to provide a classroom environment that
is free of bias and supports the appreciation of diversity. Not every student has the same ability
and since ability is something students cant necessarily control, its important to focus the praise
on their effort! For example if a student does well on their spelling test, a way to offer praise for
their effort would be to tell them they must of worked really hard studying for the test rather than
saying they are smart. These types of statements will change students beliefs from needing to be
smart to succeed, to working hard will make me successful. Suppling positive praise for
students effort will motivate students to work hard and try their best, which in turn will affect
their success in the classroom.
b.

It is extremely important that I view ability as something that is subject to change and

not as permanent. This mind set will allow me to provide a classroom environment that is free of
bias and supports diversity. The types of statements I mentioned above will change students
beliefs from needing to be smart to succeed, to working hard will make me successful.
Offering positive praise for students effort will encourage students to work hard, which in turn
will affect their overall success in the classroom.
Our notes on ability make a good point that it is extremely important not to make a huge
deal about differences but know that everyone is different and accomplishes their goals in
different ways. I think that it is important to answer questions about differences and in doing so

making sure that your students understand why some students receive supports or do different
activities. A strategy I would use to support this thinking is from the lesson my group presented
to the class on ability. We used a paragraph that was mirrored backwards representing someone
who has dyslexia. The students are to complete the paragraph in 3 minutes and then answer a
series of questions on them. This strategy puts the students in the shoes of someone who has a
disability and how some things, such as reading, can be difficult. Therefore it requires the student
to have different supports for activities like reading. This strategy is used in the David Garcia
Project here on campus.
Another strategy I would use to support differences in ability would be to use the
Problem Pail, which comes from our notes on ability. But for this strategy I would call it the
Differences Pail. After showing a power point on disabilities, I would have a list of different
disabilities listed on strips of paper and placed a bucket. Then I would have each student come to
the front of the class, draw a piece of paper and read what the disability is to the class. After
drawing the piece of paper that student would ask the class what types of things a person with
that disability may have trouble with. The entire class would generate a list of things a person
with that disability may have trouble with. After completing each list I would go through each
item and ask the students to raise their hand if they have some of the same troubles. This
represents that we all have troubles and most of the time we share a lot of the same ones, and it is
important to be understanding of differences.
c. I think when presenting this topic into my classroom, there may be instances where students
with disabilities will feel different and in turn maybe excluded by their peers. In our notes on
ability there is a mention of a book on excluding children called You cant say you cant play.
Vivian Paley converses the significance of presenting a non-exclusion policy into classroom. I

think implementing a strategy similar to hers would be beneficial to the entire classroom. It is so
important for the class not to focus on the differences but to be knowledgeable of them and to
understand why supports exist.
2. High student expectations supported by positive relationships
a

One strategy that I will incorporate into my classroom will be to have high expectations

for all of my students. Teachers that have high expectations for their students and truly believe in
their students effort provide a positive learning environment and supply the student with the
encouragement that they need to be successful (Rosenthal & Jacobson Pygmalion Effect 1968).
Having a positive teacher-student relationship will lead to a positive learning climate. I believe
that having a positive relationship with my students is very important to their success. If I can
make a good connection with each of my students, this will encourage them to work hard and
have respect for me. (Breeman, L D., Maras A., Hopman J.A.B. Tick N.T., T Wubbels, P.A.C van
Lier, F C. Verhulst, and J. Van der Ende. "Teacher characteristics, social classroom relationships,
and children's social, emotional, and behavioral classroom adjustment in special education.").
The four factors that contribute to more positive outcomes for high-expectancy students
include climate, input, output, and feedback (D.M. Decker, personal communication, June 25th,
2008). I will supply a positive safe learning environment for my students to learn in, provide
them with material that is challenging yet developmentally/age-appropriate and give all students
the chance to speak out and thrive in the classroom. In having a close positive relationship with
my students I will expect them to work their hardest to succeed in my classroom.
b.

I believe that having a positive relationship with my students and high expectations is

very important to their success in the classroom. If I can make a good connection with each of

my students, this will encourage them to work hard and have respect for me. Just as the teacherstudent relationship is important, so is the students relationship with their peers. Having each
student work closely and make positive relationships with their peers will create a community
inside of the classroom. Having a community like feel to the classroom will allow students to
work together and be kind to one another, providing a positive learning climate.
Having positive relationships with my students is just as important as students having
positive relationships with their peers. Johnson, Johnson, & Stanne (2000) state that having
cooperative learning prevents racism, inclusion of students w/ disabilities, antisocial behavior,
lack of prosocial values, alienation and low self-esteem. It is extremely important for me to have
positive cooperative learning in my classroom in order to create a community like feel and
positive learning environment. Johnson, Johnson, & Smith (1991) state that having that
cooperative learning will enhance higher achievement, increased retention, greater use of higher
level reasoning, more positive heterogeneous relationships, better attitudes towards teachers and
more on-task behavior. All of these will supply the ground work for my students high
expectations within my classroom.
c.

My biggest concern with making positive relationships with my students and holding

high expectations for them is not being able to do that because of my emotions or having
personality conflicts. Babad, Bernieri, & Rosenthal (1991) make a great point that even though
teachers think they can conceal their feelings; students are in tune to their teachers facial
expressions and body movements. It is very important that no matter how the student behaves, or
whether their personality conflicts with mine, that I treat them exactly the same as every other
student. In doing so it will allow for all students to develop a positive relationship with me and
let them succeed in my classroom where I hold high expectations.

3. Communication: Home-School Relationships

a.

It is very important to me that I have frequent positive communication with my students

family, even if they are not 100% involved with their students education. One strategy I want to
have is to contact my students family at least once a week, if not every day by some sort of
communication. Whether it is sending emails or papers home with the students, calling or texting
the families, in some extreme cases even meeting with the students family in person. I believe
that student success is fueled by family support, so if I can make good connections with the
family and keep them involved in what their child is doing in the classroom I believe my
students will be more successful. Stetson, R., Stetson, E., Sinclair, B., & Nix, K. (2012) make
many good points on why offering many avenues of communication are important for students
and their families.
b.

I believe that having a close and positive relationship with my students is just as

important as a relationship with their parents. I need to facilitate good communication between
myself and the parents. Meaning I need to set up a regular schedule of contacting parents.
Whether it is by sending home notes, phone calls, emails or home visits it is critical for the
parents of my students to be involved in their education. In our notes it makes a good point that it
vital to contact the parents within the first week with the list of rules and what is expect of their
child inside of my classroom will be extremely important in maintaining good behavior.
I also believe that it is important to mirror the conversational setting of the family that
you are communicating with to insure a level of comfort and acceptance. I want the families of
my students to feel comfortable, respected, important and know that their opinions and wants for
their student will be heard. I want my communication to be simple and free of special education
jargon. Zionts, Zionts, Harrison, & Bellinger (2003) did a study on the caregivers of 24 A.A.

children with moderate to severe EI or CI. They found that 50% did not feel respected by service
providers. It is always important to give full respect to the families of my students.
c. My biggest concern with making positive home-school relationships and communicating is not
being able to do that because of my emotions or having personality conflicts. Babad, Bernieri, &
Rosenthal (1991) make a great point that even though teachers think they can conceal their
feelings; students are in tune to their teachers facial expressions and body movements. I would
assume that the same is for the parents of my students. I know there will be times where the
families and I will not see eye to eye on things and its still very important to be professional and
respect the families. I will do this by using my social skills and providing the families with all
types of resources and information.
4. Schoolwide Positive Behavior Support: Behavior management
a. My behavioral management philosophy is based on these key principles; positive teacherstudent relationship, positive student-peer relationship and positive learning climate. I believe
that having a positive relationship with my students is very important to their success and
managing their behavior. If I can make a good connection with each of my students, this will
encourage them to work hard and have respect for me. Just as the teacher-student relationship is
important, so is the students relationship with their peers. Our notes on Schoolwide Positive
Behavior Support states that it is important to create a culture of competence within the school.
Culture, in this case means community. This means that as a community my students will share a
common vision of behavior expectations for my classroom. Having each student work closely
and make positive relationships with their peers will create a community inside of the classroom.
Having a community like feel to the classroom will allow students to work together and be kind
to one another, providing a positive behavior learning climate.

b.

In order to keep my behavioral management philosophy in place I will use the Good

Behavior Game. Using the Good Behavior Game will allow me to create a positive behavior
learning climate. I will use encouragement, distinguishing good behavior from bad and
facilitating positive student-peer interactions. Encouraging students to have good behavior and
observe others who have good behavior is the first step in creating a good working environment.
Next we will go over what things are considered good behavior and bad. Using the game allows
me to teach my students how to use non-verbal signs of disapproval if they observe a peer with
bad behavior. Having the game based on student-peer relationships enables the students to create
a positive learning environment and have a since of belonging. Our notes on Schoolwide Positive
Behavior Support also mention that students who are having trouble behaving can be supported
through peers and mentors. The Good behavior game is a great resource for students who can
thrive from positive behavior modeling by their peers.

c.

My biggest concern is making sure my students understand my classroom rules and what

is expected of them inside my classroom. I plan on having my students collaborate with me to

make a set of rules, but keeping in mind that there will be a framework that I have in place.
Kostewicz, D. E., Ruhl, K. L., & Kubina Jr, R. M. (2008) make a great point that while making the rules
with the students, it is very important to word them simply and positively to ensure easy
understanding. I also will have only three to five rules to avoid any confusion. Making sure the
students understand the rules is very important! When covering the rules I will be sure to give an
example of what breaking each rule looks like.

References
Breeman, L D., Maras A., Hopman J.A.B. Tick N.T., T Wubbels, P.A.C van Lier, F C.
Verhulst, and J. Van der Ende. "Teacher characteristics, social classroom relationships, and
children's social, emotional, and behavioral classroom adjustment in special education." Journal
of School Psychology 53.1 (2015): 87-103. Retrieved from
http://www.sciencedirect.com.cmich.idm.oclc.org/science/article/pii/S0022440514000995
Byrnes, D. A. & Kiger, G. (1996). Common bonds: Anti-bias teaching in a diverse
society, 3nd edition. Wheaton, MD: Association for Childhood Education International.

Class notes from SPE 550

https://blackboard.cmich.edu/webapps/blackboard/execute/content/file?
cmd=view&content_id=_4015232_1&course_id=_113966_1&framesetWrapped=true
https://blackboard.cmich.edu/webapps/blackboard/execute/content/file?
cmd=view&content_id=_4015233_1&course_id=_113966_1&framesetWrapped=true
https://blackboard.cmich.edu/webapps/blackboard/execute/content/file?
cmd=view&content_id=_4015228_1&course_id=_113966_1&framesetWrapped=true
https://blackboard.cmich.edu/webapps/blackboard/execute/content/file?
cmd=view&content_id=_4015230_1&course_id=_113966_1&framesetWrapped=true
David Garcia Project
Harrist, A. W., & Bradley, K. (2003). You cant say you cant play: Intervening in the
process of social exclusion in the kindergarten classroom. Early Childhood Research Quarterly,
18(2), 185-205. doi:10.1016/s0885-2006(03)00024-3
Kostewicz, D. E., Ruhl, K. L., & Kubina Jr, R. M. (2008). Creating Classroom Rules for Students with
Emotional and Behavioral Disorders: ADecision-Making Guide. Beyond Behavior, 17(3), 14-21. Retrieved from
http://www.jstor.org.cmich.idm.oclc.org/stable/24011934?seq=5#page_scan_tab_contents.
Lastrapes, R. E. (2013). Using the Good Behavior Game in an Inclusive Classroom. Intervention in School and
Clinic, 49(4), 225-229. doi:10.1177/1053451213509491. Retrieved from
http://isc.sagepub.com.cmich.idm.oclc.org/content/49/4/225
Stetson, R., Stetson, E., Sinclair, B., & Nix, K. (2012). Home Visits: Teacher Reflections
about Relationships, Student Behavior, and Achievement. Issues in Teacher Education, 21(1), 1-

37. Retrieved from http://web.a.ebscohost.com.cmich.idm.oclc.org/ehost/detail/detail?

sid=a4bda803-724f-4a2a-a149-c39c13.