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Matthew Lynch published in Ask An Expert, EdvocatePD, First Year Teachers, Teacher Education, Teachers

How to Write Your Philosophy of Classroom Management and Classroom Management Plan

Back when I was a professor of education, one of the most significant sources of anxiety for preservice teachers was classroom management. Most of them seemed unsure about their ability to manage a classroom full of 20 to 30 kids while responding to problem behaviors and facilitating the teaching and learning process. I always assuaged their concerns by letting them know that before they left my class, they would have a philosophy of classroom management and classroom management plan, which could be adapted to any classroom environment.

In my course, they learned that if students are in a safe and supportive environment, learning can take place. It is critical to have an engaging educational environment that includes all students. The primary goal of any philosophy/plan of classroom management is to assist the teacher in creating an environment for all students that will allow them to be successful and ultimately reach their full potential. In this piece, I plan to walk you through the creation of your own philosophy of classroom management and classroom management plan. Let’s get started.

Writing Your Philosophy of Classroom Management

I taught my students to divide their philosophy of classroom management into the three sections below. Completing a philosophy of classroom management is not an easy task, but I found a way to simplify the process. All you have to do is answer the questions from each section and use the resulting content to shape the body of your narrative. From there, simply add an introduction and conclusion and you are done. Revisions may be necessary, but at least you have a great first draft.

My Beliefs About Students:

  • Do I believe that students need to be “controlled and disciplined” or that they can be taught self-control?
  • Do I think that students are naturally disruptive and therefore need to be molded and conditioned to behave appropriately?
  • Do I view students as equals or as charges?
  • Do I believe that establishing a democratic classroom and giving students responsibility means letting them take over the class?

My Beliefs About Teachers’ Roles:

  • Do I see myself as a boss or facilitator? A brick wall, jellyfish, or backbone teacher? An assertive educator?
  • Do I think that I should create all of the rules and consequences, or do I think that students should offer their thoughts?
  • Do I want to discipline or manage my students?
  • Do I believe that teachers should spend time at the beginning of the year to teach rules and routines?

My Beliefs About Managing the Classroom:

  • Do I think rewarding students for good behavior?
  • Is the point of classroom management to manage the classroom or teach students to supervise and discipline themselves?
  • Would I be ok with using a school-adopted classroom management program, or do I want to have more freedom to choose my own classroom management practices?

Writing Your Classroom Management Plan

After completing your philosophy of classroom management, you are now ready to write your classroom management plan. The cool think about it is that you can use parts of your philosophy of classroom management. Write a narrative that includes, but is not limited to, the topics/issues found below. Make sure you back your narrative up with recent research (less than three years old).

  • Supportive, Effective, and Developmentally Appropriate Classroom Management Techniques
  • Classroom Climate: Class Structure, Rules, Routines, Procedures, and Policies
  • Classroom Design and Layout
  • Student’s Expectation of Teacher
  • Teacher’s Expectation of Students
  • Positive and Negative Consequences and Individualized Behavior Management Intervention Plans
  • Communication of Class and Behavioral Expectations to Students and Parents/Guardians
  • Responsibility of the Parents/Guardians, Students, Teacher and School in Classroom Management
  • Philosophy’s Connection to Theorist/Theory
  • Philosophy incorporates pertinent and appropriate information from course textbooks; Classroom Management: Models, Applications, and Cases; Teacher-and Tested Classroom Management Strategies

From there, simply add an introduction and conclusion and you are done. Revisions may be necessary about this, but at least you have a great first draft.

Reflection

Reflecting on your work is a vital part of being a professional and is essential to teacher development and the preparation of future teachers. Reflection allows you to examine your own beliefs, assumptions, and biases regarding teaching, learning, and classroom management and determine how those beliefs influence classroom practice and impact on the learning environment. If you are really want to impress your professor and receive an A, include a reflection along with your classroom management philosophy/plan.

Write a reflective 500 word paper about your philosophy of classroom management and classroom management plan. Please write the reflection in narrative form. The reflection paper should highlight how your classroom management details how you plan to develop a safe and supportive learning environment for your students. This may include:

  • How do you believe your philosophy of classroom management and classroom management plan will work to provide your students with a safe and supportive learning environment?
  • How do you plan on getting to know your students?
  • How you plan on introducing students to your classroom management plan in the first 21 days of school and then reinforcing it beyond that time period?
  • Communication of class and behavioral expectation to students and family
  • Substitute teacher materials?
  • Does the narrative reflect an understanding and thoughtful consideration of classroom management?

If you followed the directions in good faith, we are confident that you are now the owner of a world-class classroom philsophy of classroom management and classroom management plan. I would say good luck, but you won’t need it.

 

 

 

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Matthew Lynch published in EdTech & Innovation, EdvocatePD

The A-Z of EdTech Literacy: Letters S-W

Click here to access all of the articles in this series. In this series, we are discussing all of the terms, concepts, and technologies that you need to know to be literate in all thinks edtech. In the previous article, I introduced letters N-P and in the part of this series, I will discuss letters S-W.

Sensory enhancers. Depending on developmental patterns, children may need to learn differently than their peers. Instead of ABCs and numbers first, a child with language delays may benefit from bright pictures or colors to learn new concepts. Sensory enhancers may include voice analyzers, augmentative communication tools, or speech synthesizers. With the rapid growth of technology in the classroom, these basic tools of assistive technology are seeing great strides.

Screen readers. This technology is slightly different from text-to-speech. It simply informs students of what is on a screen. A student who is blind or visually impaired can benefit from the audio interface screen readers provide. Students who otherwise struggle to glean information from a computer screen can learn more easily through technology meant to inform them.

Simulations. Simulations are akin to video games, which automatically make them more attractive to your students. There are many types of simulations that can help instruct children, teens, and college students. For example, there are flight simulators that can be used to help highlight different areas, such as the historic flight of Amelia Earhart across the Atlantic Ocean and various Physics concepts. Simulations can be made as presentations or be provided on different devices

Social Networking refers to the ability and platforms that allow users to interact online, often in real time. Users can conduct live chats, and create or leave comments on blogs or discussion groups.

Software. refers to the programs and applications that make use of the hardware to direct the functions of a computer. Software allows users to give instructions to the computer hardware and receive feedback.

Speech-to-text options. This technology is making mainstream waves through its use in popular cell phones like the Android-platform Razr M. While it is a convenience tool for people without disabilities, speech-to-text provides a learning advantage for students who have mobility or dexterity problems or those who are blind. It allows students to speak their thoughts without typing and even navigate the Internet. speech-to-text options can also “talk back” to students and let them know about potential errors in their work.

Time-management tools. These tools are variations on calendar software. They can be used to schedule your appointments, or you may want to take advantage of more complex features. Some tools can be viewed online, affording access for more than one student at a time. A teacher can arrange appointments or make a note of due dates for assignments so that all students in a class can keep track of such details. Most of these tools allow the option to put some information in private mode, too, so the administrator can choose which calendars people can see and which cannot. Most of these tools include a feature allowing teachers to arrange meetings and groups.

Technology. refers to use and application of technical means, drawing from advances in various fields of science and engineering, to change a person’s interaction with the physical world.

Virtual classrooms. Are a brand new technology that’s quickly spreading to teacher education programs across the nation. The concept is a bit like a flight simulator that a pilot might use before getting into a real plane. Teachers are placed in a virtual classroom full of virtual students and must teach as if they were really in the classroom.

Virtual laboratories. These Web applications give students the chance to perform physical science experiments over and over, from anywhere with Internet access. As in a physical lab, the performance of the student will determine the results of the experiment. While not a replacement for all in-lab exercises, the virtual version can provide extra practice and guidance. There is no pressure to “get it right” on the first run, and mistakes are allowable because the technology lends itself to no-cost repetition. It also may prove a smart solution to rekindling the American public’s interest in the scientific.

Virtual reality. refers to a computer-simulated environment, which may be a simulation of the real world or an imaginary world.

Wearable technology. Can be used for a variety of purposes. Most common are fitness trackers, which have taken over the tech world. Fitness trackers, like the popular FitBit, are more than just fancy pedometers. While they do track the number of steps you take, many are stepping up their game and keeping track of heart rate, calories burned, and even sleep patterns. These advanced features have made fitness trackers a trend on college campuses and elsewhere.

Wiki. is a collaborative website, which can be directly edited by anyone with access to it.

Conclusion

Well, that’s it for my guide. Take the time that you need to become familiar with all the buttons and wires of the modern age, and you’ll become a resource as invaluable to your students as Wi-Fi. What concepts or terms did I leave out?

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Matthew Lynch published in EdTech & Innovation, EdvocatePD

The A-Z of EdTech Literacy: Letters N-P

Click here to access all of the articles in this series. In this series, we are discussing all of the terms, concepts, and technologies that you need to know to be literate in all things edtech. In the previous article, I introduced letters G-M and in this one, I will discuss letters N-P.

Natural user interfaces. In its simplest definition, a natural user interface (NUI) uses the body’s movements to achieve certain outcomes. In the consumer market, examples of NUIs include the Nintendo® WiiTM, Xbox KinectTM, and the iPhone virtual assistant, Siri. The potential in the field of K–12 education is still being realized but will certainly lead to developments in the next half-decade. Students who are blind, deaf, or have physical disabilities or autism can better learn through the use of this still evolving technology.

Next Generation Science Standards. NGSS have been developed by education experts in several states. They are not an official part of the new Common Core standards but are meant to layer on top of the standards in place for stronger science, technology, engineering, and mathematics (STEM) outcomes. These standards are intended to teach the overlapping nature of science subjects, rather than to present lessons in topic isolation. In states like California, the value of a strong STEM foundation is critical to individual and state success. Over the past decade, STEM jobs have grown at a rate three times faster than other industries. By equipping K-12 students with better STEM knowledge, the long-term economic outlook will improve.

Open-source software. refers to software that is usually free of charge to the public, with the source code available for modification and use.

Online courses. Not every student has the luxury of being able to afford to live on campus and attend college full-time.  Nor, in today’s flexible climate with people still chasing the American dream, are college rosters comprised solely of recent high school graduates.  In many situations, therefore, online education is an ideal opportunity.  Online colleges offer flexible schedules to accommodate other responsibilities and commitments, the lower overall cost to students, and the ability to telecommute from wherever you are to whatever institution in which you wish to enroll.  With online educational portals such as BlackBoard, Moodle, and Google Classroom, it is easy to receive instruction, turn in work, and collaborate with the professor and other students through a digital medium.

Personalized learning. The idea behind personalized learning is simple. Students guide their own learning, going at their own pace and, in some cases, making their own decisions about what to learn. Ideally, in a classroom using personalized learning, students choose what they’re interested in, and teachers fit the curriculum and standards to the students’ interests. This type of learning completely reverses the traditional structure of the classroom. Instead of the teacher being the center of attention and leader of the classroom, the students are in the spotlight. Personalized learning gives students a voice and allows them to take ownership of their education. For teachers who want to bring more personalized learning into their own classrooms, it can seem intimidating. Giving up control of the classroom can be scary. Teachers might wonder, will the students really get engaged? Will they learn everything they need to know for the tests at the end of the year? Will I completely lose control over my classroom? Personalized learning doesn’t have to be all-or-nothing. Teachers can start by talking a little less and letting students have more of a voice. Allowing students to make some choices in the classroom can have a powerful effect.

Well, that’s it for N-P. Did we miss any?

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Matthew Lynch published in EdTech & Innovation, EdvocatePD

The A-Z of EdTech Literacy: Letters G-M

Click here to access all of the articles in this series.

In this series, we are discussing all of the terms, concepts, and technologies that you need to know to be literate in all thinks edtech. In the previous article, I introduced letters C-F and in this one, I will discuss letters G-M.

Gamification. Gamification refers to the process of bringing in aspects of video games and using them to increase the intrinsic motivation behind completing certain tasks. Often, these systems include aspects like the ability to earn points, reaching new levels, and even advancing on a leaderboard.

Hardware. refers to the physical elements of a computer system (mechanical, electrical, and magnetic).

Holography. Holography was just science fiction a few years ago, but it’s now becoming a reality in some fields, such as medicine. This imaging technique, which allows one to see a 3-D view of an image, has yet to become a part of everyday classroom activities. Holography introduced in classroom activities would change entirely how some subjects are taught. Biology, physics, astronomy, and chemistry could be taught on an entirely different level.

Internet. refers to a global system of interconnected computer networks to serve billions of users worldwide, which are linked by electronic networking technologies.

LAMP. Language Acquisition through Moor Planning, or LAMP, connects neurological and motor learning in a way that makes communication easier for students with autism and related disorders. These principles have proven especially helpful for students who do not speak or have very limited verbal skills. Paired with technology, LAMP principles empower a growing student population with autism to effectively communicate and reach higher academic achievements. LAMP is present in technology – from specially made computers to learning apps.

Learning analytics. This evolving concept in K-12 classrooms is different from educational data mining in that it focuses on individual students, teachers, and schools without direct implications to the government. Learning analytics is the education industry’s response to “big data” that is used in the business world for improvements and redirection of focus. Learning analytics essentially show students what they have achieved and how those goals match up with their peers. If implemented correctly, this technology has the potential to warn teachers early of academic issues while keeping students more accountable. Using the mobile and online technology already in place, students can better track and tailor their academic experiences.

Lecture capture. Lecture capture is typically used in colleges and universities. It gives professors a way of not only recording lectures (the original intent was as a backup to class lectures), but it lets the lecturer interact and supplement the information they teach in class. For example, a professor makes the lecture available. Students can then go back and post comments at any point during the recording and receive responses almost immediately from other people in the class, as well as from the professor.

Makerspaces. Are creative spaces located in communities, schools, and public and academic libraries. These areas are designed to engage participants in hands-on activities that teach twenty-first-century skills. The emphasis in makerspaces is placed upon educating students in STEAM (science, technology, engineering, and mathematics) subjects as well as digital and information literacy.

Mobile learning. Tablets and smartphones in the classroom are no longer a matter of “if,” but “when, and how quickly?” Administrators and educators can tap into the convenience of mobile technology in the classroom and the potential for student learning adaptation. Over half of school administrators say there is some form of mobile technology in their classrooms and that they plan to implement more when it is financially feasible. School districts should keep in mind that the purchase of mobile devices for K-12 use is only one piece of the learning puzzle. There must be funding for teacher training and maintenance of the devices too.

Well, that’s it for G-M. Did we miss any?

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Matthew Lynch published in EdTech & Innovation, EdvocatePD

The A-Z of EdTech Literacy: Letters C-F

Click here to access all of the articles in this series.

In this series, we are discussing all of the terms, concepts, and technologies that you need to know to be literate in all thinks edtech. In the previous article, I introduced letters A-B and in this one, I will discuss letters C-F.

Cloud computing. When it comes to greater educational collaboration, cloud computing has unlimited potential. This is true for teacher-to-teacher, teacher-to-parent, and teacher-to-student applications. By using a common location, academic expectations can be better accessed, along with actual student work. Instructors can also share learning materials and experiences through the remote opportunities that cloud computing provides.

Cognitive tools. refers to programs and applications, such as word processors, spreadsheets, and email. When used effectively in a classroom setting, they improve the learning process, enhancing thinking and understanding, and often removing some of the manual effort required in performing tasks.

Cyberspace. is a metaphorical concept referring to the world of information provided through the Internet.

Customized learning experiences. Self-initiated and self-directed learning experiences are based on the needs, preferences, and abilities of individual students. The traditional way to look at learning is via the creation and assignment of work by teachers in a one-size-fits-all approach for every classroom. Customized learning, however, allows students to direct focus on feedback techniques that provide strategies for improvement during the process, instead of waiting for a given test period see if the methods are working.

Digital divide. refers to the societal division in which all people do not experience the same degree of access to modern digital information and communication technologies (ICT), particularly on the basis of their socioeconomic status.

Digital native. is a person who has been raised in an environment of digital technology- such as the use of computers, the Internet, mobile phones, and MP3s.

Flipped classroom. The traditional model of teachers lecturing in the classroom and students completing practice and homework on their own is changing. Instead, students are learning on their own and using the classroom as a place to dig more deeply into what they’ve learned. This model, known as the flipped classroom, is gaining popularity thanks to the rise of EdTech. How does the flipped classroom work? Students watch lecture videos or complete readings at home. The following day in class, the teacher clarifies anything students didn’t understand. Students then work with the information to answer questions, complete projects and do other activities that used to be reserved for homework. The flipped classroom provides benefits for students and teachers alike. Teachers spend more time helping students with the content they don’t understand. This means more one-on-one help for students and less time listening to boring lectures in class.

Freemium models. Following the successful mobile gaming application business model, ed-tech companies are starting to offer free services with paid upcharges. Consider Candy Crush Saga way of doing business. Anyone with a smartphone, tablet or desktop Facebook access can download the game at no cost. As users progress through the addictive, sugar-laden levels, they are prompted to make small purchases (usually between 99 cents and $3) to gain access to higher levels, add more lives or buy level “boosters” to help their luck. But giving away a product for free? What sort of business sense does that make? In the case of Candy Crush, it has proven to be savvy indeed. The game’s owner King brought in $1.9 billion in revenue in 2013 and its initial public offering earlier this year was valued at $7 billion.

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Matthew Lynch published in EdTech & Innovation, EdvocatePD

The A-Z of EdTech Literacy: Letters A-B

Click here to access all of the articles in this series.

As a teacher, it’s your job to make sure your students are technology-literate. Limiting students’ exposure to today’s digital devices in favor of sticking with more traditional media will only hurt them in the end. Students need to be able to learn and compete effectively in a world where technology is only becoming more and more important to higher education, work, and everyday life. To introduce your students to the latest technology, you need to be technology-literate. To help, I decided to create a guide that explains the A-Z of what it means to be literate in all things edtech. In this article, we will tackle A-B.

3D printing. Also known as prototyping, this technology will allow K-12 students to create tangible models for their ideas. Many fields, like manufacturing, already make use of this technology to determine the effectiveness of ideas on a smaller, printable scale. In education, this technology will bolster creativity and innovation, along with science and math applications. The STEM Academy has already partnered with Stratasys, a leading 3D printing company, to start integration of the technology in programming classes.

Alternative input devices. These tools are designed to allow students with disabilities to use computers and related technology easily. Some alternative input devices include touch screens, modified keyboards, and joysticks that direct a cursor through the use of body parts like chins, hands, or feet. Some up-and-coming technology in this area is sip-and-puff systems, developed by companies like Microsoft, to perform computer functions through the simple process of inhaling and exhaling. On-screen keyboards are another area of input technology that is providing K-12 learners with disabilities better use of computers and mobile devices for learning.

Assistive technology. Is any device or piece of equipment that helps compensate for a person’s disability.

Blended learning. Blended learning is the best of both worlds. Online courses, especially in higher education, have become extremely popular. Online courses allow students to watch lectures and complete classwork when and where it’s convenient for them. The rise of online classes has allowed adults who wouldn’t otherwise be able to attend college to earn their degrees while continuing to work or raise a family. However, there are some drawbacks to online learning. Many students feel that it is impersonal. Students can feel isolated without the in-person support of classmates. It can also be difficult to get help from professors or ask questions in an online course. By combining online and in-person elements, educators today are creating the best learning environment possible through blended learning.

Blog. Is the name given to a type of website, usually maintained by an individual, with regular entries of commentary, descriptions of events, or other material such as graphics or video.

BYOD. As a kind of movement within education, BYOD has already gained momentum in many districts across the country but should continue towards mass adoption within this calendar year. Places like Chesapeake Public Schools are already allowed to use privately owned electronic devices to access the wireless network on the school system’s filtered Internet. In Chesapeake, as in the other public and private schools where BYOD policies exist, students must sign a responsibility form that says they will only use the mobile device for academic enrichment while on school property. Students who bring their own devices into the classroom eliminate the initial costs and are also already comfortable with the technology. The downside is that not all students can readily afford such technology. Many must look for schools to develop technology financial assistance programs for families to help offset the full cost and maintenance of school-owned devices.

Well, that’s it for A-B. Did we miss any?

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Matthew Lynch published in EdTech & Innovation, Education Leadership, EdvocatePD

Creating Real-World Connections and Fostering College and Career Readiness

By adopting a single platform that serves as a virtual staging area for all project-based learning, Columbus Signature Academy’s New Tech High School helps connect students to real-world learning while prepping them for success in college and the workforce.

By Joshua J. Giebel

When I ponder the traditional classroom setting, where instructors use textbooks, whiteboards, and lectures to teach math, I can only imagine how difficult it must be to make the critical real-world connections that students need to be able to fully engage with the subject matter. Simply telling students that geometry will someday become an important part of their lives isn’t enough. As learning facilitators, we have to illustrate those real-world connections, give pupils hands-on experience and examples, and then help them parlay their newfound knowledge into smart college and career choices.

At Columbus Signature Academy’s New Tech High School in Columbus, Indiana, we’ve been using project-based learning (PBL) since inception. When I was hired seven years ago, I was a recent college graduate whose teaching experience involved administering daily lectures and homework assignments in a traditional classroom setting. I’d heard of PBL through a college course and the concept interested me. I went through a rigorous, week-long training course on the nuts and bolts of PBL and then jumped in feet first.

When Will We Use This in Real Life?

The question math teachers hear most from students is, “When are we going to use this in real life?” Using PBL, I can provide the applications before that question pops into the student’s mind. As I was developing my own style of teaching math, this concept intrigued me. By creating projects and problems, I can show pupils how they’re going to “use it in real life” as they’re learning. This approach pushes them to develop a skill, come up with a solution, and/or create a workable method for solving the problem that I put in front of them. They can focus on building critical thinking and problem-solving skills in a way that the traditional classroom setting doesn’t support.

This year, my high-school geometry class tackled a project involving the furniture that they use in the classroom. In an effort to get more comfortable while seated, students tend to lean back too far in their chairs, which are built with small footpads. Because of the added weight and pressure pupils create when they lean back, these footpads break quite frequently.

To get to the bottom of this problem, we analyzed the design of the footpad and of the chair itself, which is made with an arc (where the footpad goes) that’s similar to a real, natural circle. Using the breakage problem as a focal point for the lesson, we talked about the arcs of circles, arcs on segments, sectors of circles, tangents, and all of the properties that go along with finding the center point of an object. Then, using an AutoCAD program and a 3D printer, students redesigned the chair footpads.

To take the project a step further, we had panelists from the chair manufacturer come into our class and assess the various alternatives that the students had designed. As it turns out, the company was aware of the problem and had already come up with a new design that was actually quite similar to some of our student projects. That was pretty exciting.

To manage the content associated with this and other problem-based assignments that my geometry and calculus classes work on, we use itslearning as our learning management system (LMS). For about two years now, students have used the centralized platform to conduct research, submit journal assignments, do their reflections, and create and store presentations, among other things. Using Prezi, Google Slides, or another type of presentation software, they work collaboratively and store all of their materials in the LMS.

For the chair project, for example, we shot a video of a chair breaking and then uploaded it into the LMS for students to watch and analyze. They were able to see what was happening during the breakage, where the stress was being created, and other key points. Then, using dynamic geometry software like GeoGebra and Geometer’s Sketchpad, they mapped out their arcs before putting them into the AutoCAD program.

Developing Tomorrow’s Workforce with PBL

What makes PBL so engaging is the fact that it’s student-centered—a key point that our LMS enables and supports. Put simply, students don’t have to come to me for every single thing. I can post information in the LMS and students know that they can always access it—whether they need it at the time we’re talking about it or three days later. This is a huge time-saver that allows pupils to manage themselves while also allowing me to be more productive during classroom time.

By encouraging students to identify real-world problems, develop solutions, and then present those solutions using 21st-century tools, PBL supports college and career readiness. This is important because today’s employers don’t want to hire people who are simply competent in academic areas; they want to hire people who can think critically and solve problems collaboratively.

Knowing this, our school intentionally and regularly builds in these skills to our instruction and assessment. In my view, college and career readiness is all about possessing 21st-century skills (e.g., the ability to communicate orally and in writing, collaboration, work ethic, mindset, etc.).

Project-based learning embeds these skills into each new undertaking so that, by the time students graduate from high school, they have had more experience working collaboratively, presenting to experts, and writing professional documents than most people have in their lifetimes. And by providing students with authentic, real-world problems, we engage students in the type of work they may encounter after high school. These experiences teach students about critical thinking and provide opportunities to persevere in solving problems.

Experimenting with PBL (or jumping right in) can seem daunting and difficult for any instructor. But it’s a worthwhile endeavor, and if you set realistic goals for how often you will do projects, come up with projects that you’re passionate about, and take a risk to change the way the class looks, it will pay off. The rewards are great and center on giving ownership back to students and then supporting those efforts/projects with an integrated LMS—a critical step in helping education move in the right direction as we go forward.

Joshua J. Giebel is a mathematics facilitator at Columbus Signature Academy’s New Tech High School in Columbus, Indiana.

 

 

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