Theory and Practice Paper

CreatingClassroomParadise:AnInspiringTeacher’sVisionforSuccessinthe Classroom
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Creating Classroom Paradise
An Inspiring Teacher’s Vision for Success in
the Classroom
Spenser White
EDST 3000-02
Theory and Practice Paper
Dr. Terry Burant
16 December 2014
*Author’s Note: This paper was constructed for Teacher as Practitioner (EDST 3000) at the University of
Wyoming; this course is under the instruction of Dr. Terry Burant.

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Abstract
This theory and research paper is intended to demonstrate my understandings of various
educational theories and programs, as well as my plans for incorporating such into my future
classroom environment, personal pedagogy. In addition, this paper covers personal reflections
from previous experiences as a child in elementary school, and as an observing teaching in
practicums through the Teacher Education program, and how such experiences have impacted
my philosophies on education, learning, and determination to create a welcoming classroom for
students of all levels of understanding and development.

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Introduction
Every adult in this great big world was once a child and majority were once in school. We were
all once scared for our first day of Kindergarten, cried when our parents dropped us off at school
and fearful that we would never get picked up, and learned the classroom “do’s and don’ts” for
every grade from preschool through high school. We all have accepted, and will continue to
accept, passing and failing grades in various academic subjects, as determined by a string of
teachers of varied experience and temperaments, from Kindergarten up until the day we graduate
from college in order to meet one common long-term goal: to get a career. The hurdles that
students are required to jump through in school are part of a fifteen plus yearlong obstacle course
to determine who among each generation of children is capable and willing to pursue an
additional four plus yearlong commitment of education in order to earn a distinguished degree of
Arts or Sciences. Some children are lucky enough to have had extraordinary experiences all
throughout their schooling careers; they have had some wonderfully pleasant teachers, a close
knit social group, supportive parents and the necessary intelligence to back up their A+ grades.
Typically, we see those groups of students pursuing a college degree at universities and rigorous
institutions. However, there is also a separate group of students who may have had unpleasant
experiences with teachers, who do not have the most supportive parents or friends and obtained
frequent failing grades in school despite their level of intelligence and commitment to learning.
Students who may have had even just one of those negative factors occur during their schooling
careers are the people who have to pull themselves up by their bootstraps and decide for
themselves if they feel as though they are worthy of continuing their schooling and obtaining a
professional degree. I was, and still am, very fortunate when it comes to having a supportive
family and friends, but I have met my share of unpleasant educators in both elementary and
secondary education who had an incredible ability to make me think down on myself as a person

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and as a learner. I was terrified of meeting new, unfamiliar people, and being somewhere without
my mom for long periods of time. That fear impacted my ability to learn, have fun and adapt
comfortably to new environments until I entered high school. During my fifth and sixth grade
year, my teacher, Mrs. D, worked very well with higher-level learners, but had no idea how to
deal with students like me who were afraid to raise their hands to ask questions and contribute to
classroom conversations. Many times during those two years, she would put me down in front of
my peers and parents because I did not live up to her expectations of what a “good student”
should be. I am not a very fast learner, and never have been; I have to see things done and hear
them said multiple times in order for me to fully comprehend its material, and there are so many
teachers who just do not have that kind of patience. She alone made me compare myself to my
peers, recognize my incapability to compare to my peers intelligence wise, and engraved in my
brain that I was stupid and unworthy of anyone’s time. I look back on my junior year of high
school when I decided to come to the University of Wyoming to become a teacher, and realized
that I definitely could have been one of those students that did not pursue an additional four plus
yearlong education because of my experiences with that one teacher and how she has made me
feel up to this day. Then I think again, and realize that if I were to not have pursued this career, if
I were to say “you’re right” and let her convince me that I was not good enough to learn and
teach, I would still have the same mentality I had as a ten year old fifth grade student. She was
my worst encounter during my entire schooling career, she still makes my blood boil every time
I think about her, but she was also the biggest influence on my decision to pursue a career in
education. Instead of saying “You are right” to her and that mentality I had engraved in my head
for years, I said to Mrs. D and myself “You are wrong, and I am going to prove you wrong”. I
am a teacher not only because I have the objective to change student mentality of school and

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learning from an unwanted waste of time to a necessary and wanted place for success, but also
because I want to defend the students in the world who are like me, and engrave into their heads
that they are more than worthy of learning and my time, that they are smarter than they know,
that they are entirely capable of success, and that I am someone who genuinely cares about them
as an individual, and as a learner. By maintaining this personal goal and adopting a series of
education and classroom related theories into my pedagogy, I am confident that I will be able to
make my classroom a safe haven and paradise for students of all ages, while still teaching
curriculums and materials necessary to progress in higher level learning.
Philosophy of Education
In Mrs. D’s class, I felt as though because I was not a fast thinker or learning like many
of my classmates, then I was a bad kind of different. Because of this negativity, I learned to
despise learning and hated going to school because I feared being publically ridiculed or judged
by both my teachers and peers for not performing up to classroom norm. During practicum
observations and volunteering experiences, I have seen students just like me in many elementary
school classrooms, and have learned that I am not the only one in the world who does not
understand things the way others do; there is, in fact, a whole population of children and adults
in the world, both in schools and in the work place, that need additionally assistance and patience
when it comes to learning. Every child is incredibly unique and different, and it is unrealistic to
hold a whole group of children to equal standards. At some point in history, someone devised a
series of “age-appropriate standards”, which schools have religiously adopted into their
curriculums as their base for student assessment. “At this age, students should be able to do X, Y
and Z, and if they are not able to do X, Y and Z, then they are not meeting up to age-appropriate
standards and need to meet these standards by the end of the year or else they will not pass this

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grade”. Our jobs as teacher and educators in schools are to assist students of all levels of
understanding in thinking critically and analytically so that they can progress into higher levels
of learning. I believe the whole purpose of having school at all is to provide a series of
developmental progressions in thinking for students of all ages and stages of development
through challenging real-world related activities that allow them to scaffold previously learned
information into new scenarios in order to solve new real-world problems. In short, we are
preparing students to face the real world from multiple perspectives, and teaching them the tools
on how to succeed in many different aspects of adulthood. In order for students to be successful
learners, it is not only important that teachers facilitate learning and provides ample amounts of
hands-on learning moments for students, but it is equally as important to make students feel as
though they have a tremendous role in their learning environment. It seems as though there are
many teachers that feel as though they have complete power over their classroom and do not
allow students to chime in on the classroom democracy. When students feel as though they had a
say in the structure of their classroom rules and psychology, they are able to internalize those
rules and maintain responsibility for themselves. In 1996, author Lynn Gillaspie composed an
article about how to create democracies in both elementary and secondary classrooms, stating
that in order for a democratic classroom to be successful, all participants (including the students
and teachers) must be able to make educated decisions, take risks, be open to other people’s
ideas, and must share a goal for a common good to be established in the classroom (Gillaspie,
1996). A teacher has the choice of either providing students with the opportunity to take risks,
make decisions, share opinions and establish a common goal for all, or s/he can choose not to,
and maintain his/her classroom as a hierarchy. In life, people have to depend on each other in
order to obtain the necessary goods and services in order to survive; men help the women,

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women help the men, Caucasian and African American’s work together to provide each other
goods and services, and people of all ages, including children, are given a list of rules and
regulations to follow in order to maintain peace; this is called a community. Classroom’s are no
exception to what communities should look like; teachers and students have to work together in
order to create a safe, harmonious learning environment that allows for personal growth and
achievement for all students, no matter their gender, sexual orientation, religion, race or
ethnicity.
Ideal Classroom Physical Environment
In order to transform my classroom into a paradise for my future students, I intend to
incorporate a variety of developmentally appropriate centers throughout the room, such as a
reading space, art and writing table, dramatic play area, and a math and science area. These
centers are intended to provide students with a variety of activity choices that intrigue students to
not only play, but learn different life skills and content while they are playing. In my ideal
classroom, students would walk in through the main door, which would be decorated with paper
cutout themes and children’s names on the door, and see a reading corner directly ahead of them;
one have contained many shelving units of books, a couple of beanbag chairs sitting on a large
neutral colored rug, and even a small couch that could be used as a rewards system technique. In
the reading area, there will be a standing light that could be turned on or off to signal if the
reading corner is open, and maybe a couple of book posters hanging on the walls above the
shelves. To the left of that main walkway, there would be cubbies against the wall: two rows of
about twelves individual square cubbies big enough for students to put their books, folders, lunch
boxes, and materials in during the day. The cubbies would also have hooks attached underneath
for backpacks and coats to be hung. Next to the reading area, there would be a long table with

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papers, crayons, markers, glue, scissors, and other art materials, where students could pull up a
chair, sit at the table during centers time, and write a story, draw a picture, or make an art project.
Above the table would be a big enough bulletin board to hang student’s artwork to be showcased
along with written explanations of the work, as suggested by Pam Stephens in her 2006 article
Classroom Management. To the right of the art/writing center, in the upper right hand corner of
the room, there would be an area with science and math materials, such as manipulatives,
tangrams, fiction and non-fiction books, and a table that could hold a class pet (something very
small and not easily distractible, such as a fish), materials related to the most current science unit
(rocks, plants, marine life, etc). In the middle of the classroom, I would like to place four
rectangular desks which could be big enough to hold six students (two on each long side, one
student on the top and bottom of the table), with their chairs facing a big white board connected
to the circle time area. The circle time area will be just in front of the four desks, but not close
enough for students to be easily distracted or move from one desk to the circle without
immediate notification. There will be a chair for me to read stories and lead lessons right in front
of a big white board, which will be the center for the Daily Calendar, discussions, group
activities, and for writing valuable information during lectures. Many classrooms that I have
been in offer overhead projectors which display computer screens on white boards, and
connecting the teacher’s computer to the overheads through Wi-Fi; I think this would be another
wonderful resource to have in case I wanted to show students pictures or videos related to
curriculums. On the far right wall of the room from the doorway, I will have a half-circle shaped
desk, where I can work with small groups of students on work during math, reading or writing
time. On the very tops of the walls touching the ceiling, I would like to have a number line that
stretches across most of the room, but also an area on the walls close to the teacher-student work

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area where I can hang up sight words, time-related and counting information. I would even like
to have an American-Sign Language poster hanging up somewhere in the classroom, and
incorporate sign language into my classroom management plan. Lastly, I would like to place my
desk near the doorway of the walkway.
One problem that I will have to be aware of when arranging my classroom is where
centers, posters, students work, and wall posters are in relation to student’s desks and the
teacher-student work area. It is common for students to be easily distracted by their classroom
surroundings during different portions of the day, and my desire to decorate will have to be
limited according to my student’s habits and needs for success. Another issue that teachers face
and I will face someday as well is thinking ahead of how student’s behaviors will change if
certain materials and activities are presented, or how children would react if I were to sit certain
students near others, and how to react when problems do arise. The idea of properly planning for
accidents or incidents to occur during class, and knowing how to handle those events while still
effectively teaching stems from Evertson and Emmer’s method of Preventative Management
(Arends, 2012). Preventative management techniques that Evertson and Emmer suggest using in
the classroom include picking your battles; specifically, knowing when it is and is not beneficial
to student’s learning to stop instruction to correct behavior. If student’s where to cause
distractions in the classroom during discussions or lectures, a teacher could decide to either
ignore the habit, make eye contact with the child causing the distractions, and walking over to
the child and tapping him/her on the shoulder to let them know that you, the teacher, are paying
attention to them. In order to use preventative management techniques successfully will really
depend on how well I observe and understand all of my children’s temperaments and habits, but
I will also have to keep in mind that I will make mistakes too; there will be techniques that I will

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need to work on or adopt for the common good of my classroom. In the words of Jacob Kounin,
“no one bundle of teacher techniques or teacher attributes can be prescribed to plan and to
manage this complex classroom. Rather, the teacher must have various bundles of techniques
and must appropriately apply these techniques differentially to the different activity niches.”
(Kounin, 1979) Preparation is one of the greatest weapons a teacher could possess.
Ideal Psychological Environment
During my previous practicums and volunteer work in elementary school classrooms, I
have learned that I am an educator that not only believes a teacher is someone who is a role
model and authority figure for children, but s/he is also someone who can maintain a reasonable
sense of authority while still making personal connections with students and being their friends.
That being said, if and when a time does come that a child acts out during class, I intend to adopt
the approach of logical consequences in order to determine suitable disciplinary actions. I do not
believe in, nor do I understand, why teachers would raise their voice and yell at students
frequently as part of a disciplinary technique, when it is entirely possible to maintain control in a
classroom with a cool temperament and a little bit of patience. The idea of the logical
consequences approach is that students learn how to fix their mistakes based on how their prior
behaviors negatively impacted the peace of the classroom. “The goal of logical consequences is
to help children develop internal understanding, self-control, and a desire to follow the rules,
whereas the goal of punishment is to enforce compliance with the rules by using external
controls and authoritarian discipline” (Punishment vs. Logical Consequences, 1998). Instead of
making a child feel shameful for their actions, I will instead talk with them about why they did
what they did, if there was an intention behind it, and ways we could fix the problem at hand just
like adults do in the grown-up world. My rules for my future classroom relate directly to the real

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world; if you cannot do something as an adult, you cannot do it in my classroom. My objectives
for my future classroom relate directly to the concept of “treat others how you want to be
treated”, and focus more on one’s personal emotions and actions. Relating back to logical
consequences, rules need to make sense and have a legitimate purpose for existing. Every
classroom should come with a set of reasonable and rational rules and expectations, some of
which should be devised by the student population as a unit, in order for neutral peace to be
achieved. In order to back up my intentions on maintaining classroom peace, I find that
maintaining contact and establishing relationships with parents is a vital part to make the school
year run smoothly. For seven hours of every school day, parents are entrusting us to watch over
their pride and joy, expecting that we will help to make their children responsible, educated
citizens. Parents want to know what their children are doing at school, and it is important for
teachers to keep them clued in. I intend on maintaining contact with the parents of my students
by sending them emails or letters home about the great things their child has done during the day
in order to let them know that I am paying attention to their children, and see the good they are
doing in school, not just the bad. I also think that parent-teacher conferences are a resourceful
way for teachers to talk with both students and parents in persona about successes and conflicts
that have impacted learning, and to talk as a unit about how to fix any conflicts in order to better
a child’s learning. By combining parent reinforcement, logical consequences, and preventative
management techniques into my classroom structure, I feel as though classroom paradise is not a
farfetched goal.
Curriculum Planning
Learning should not come as a mystery for anyone; children have the right to know what
they will be learning. One method I intend to use for keeping students aware of what they will be

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learning would be to read through the Common Core and state standards for specific grades,
copy them down, and reword them so that the students could read them and understand what is
expected of them. Though it would take a lot of work, it would be a way of explaining the
classroom democracy and community, being that standards are things that we do not have a
choice in whether or not to take part in. Just like laws, the standards are the things we must and
will get done. Another way to keep students involved in explicit curriculum is to write down
daily objectives on the white board for each subject and activities that will be done during each
portion of the day. By doing this, students can mentally prepare themselves for the subject at
hand, and come to me if they feel nervous about the task at hand. While standards are mandatory,
if there are times where I need to manipulate a lesson plan to better suit a child’s needs, I intend
to do so while still achieving the same objective for all students. Throughout the year, and no
matter what lessons, discussions or activities may be done in the classroom, the most important
thing I want my students to understand is that mistakes are not a sign of weakness, and rather
they are a sign of strength and are vital to learning. When I was in Mrs. D’s classroom, I felt as
though I was a failure as a learner and person every time I made a mistake; this is a mentality I
do not intend to instill onto any of my future students. The explicit curriculum portion of my
classroom structure will come from keeping children informed on what they are learning, and the
implicit curriculum will stem from how they feel before, during and after their learning. One of
my goals as an educator is to teach the necessary skills and content to my students while
reminding them enthusiastically that they are important, smart, and they will succeed. Giving up
is not an option in my classroom.

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Intended Process for Lesson Planning
Planning cannot be successful if procrastination frequently takes place. The entire idea of
planning is having something important and specific to a future task done before such task takes
place. However, planning something religiously or with great dedication does not always mean
that a lesson will produce perfect results. Finding and maintaining a balance of preparation and
time allotted for preparation in relation to the date in which certain activities, lessons, tests or
discussions are to take place will allow for me to better understand the content at hand, relate
activities and academic language to necessary standards, and think about preventative
management techniques for when activities do take place. Procrastination is not something a
teacher can afford to adopt, and I am prepared for spending my nights and weekends either in my
classroom or at home planning for upcoming lessons, and assessing finished lessons in order to
prevent procrastination from taking place.
Instructional Choices
I think my choice of instructional methods will greatly depend on the age group of
children that I am assigned to work with for a school year. While direct instruction might be
beneficial for older elementary grades, they might not be as productive in preschool or
Kindergarten. The Cooperative Learning method allows for students to work together to solve
problems and figure out life skills with peers, and could be successfully accomplished in any
grade. However, I do believe there are times where it is important to have students work
independently so then personal assessment on each child can be accomplished more accurately.
With the discussion method, teachers always run into the problems of kids not wanting to
contribute, and then having to force children to contribute to conversations. Discussions should

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be hassle free and non-judgmental at any grade. Another method I am relatively fond of is
project based learning, which allows for each child to pick a subject or topic that really interests
them, and allows for them to creatively design something to represent their understanding of
their chosen topic. On the other hand, the intensity of projects can either frustrate or encourage
children of young ages, so this method would have to be carefully planned out if it were to be
used with young kids. During my research, I had come across was Roots of Empathy, a parenting
program that helped school-aged children to build more caring classrooms by having students
from Kindergarten through eighth grade are given the chance to work with a parent and a baby
for a year in order to learn about how to care for a baby and respond to its needs appropriately
(Bauslaugh, 2003). A 2002 study showed that students who had participated in this program
were less aggressive and more cooperative at the end of the school year. Though I do not think
that this program is widely available for all schools, the idea of students having something to
take care of and have to learn about for an extended period of time relates directly to the idea of
problem-based learning; in the Roots of Empathy program, students were assigned babies to take
care of, and when a problem occurred with their baby, they responded to the baby’s needs and
ended up adopting more cooperative behaviors in their classroom. As far as using one “perfect”
method in the classroom, I cannot see there being such a thing. Again, what may work with one
group of students might not be as effective for others.
Assessment
Despite whether or not an assessment is used for formal or informal purposes, the act
itself and the discovery during such assessments are intended to determine the progression of
learning which is taking place for each individual child. Formal and summative assessments are
obtained through tests, exams, presentations, projects, and worksheets. Informal and formative

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assessments, on the other hand, are not graded based on any set scale or criteria; they are
observed and recorded for future reference. Using formal/summative assessments as the only
method of assessing children may give a teacher statistical information relevant to standards, but
it does not entirely tell a teacher just how much a child understands about various academic and
real-life subjects. Informal/formative assessments, such as observations and keeping anecdotal
records allows for a teacher to see a child work with their play or task at hand, see how the child
tackles their task, and hear how they respond to it. Though informal/formative assessments do
not help to form scores for tests or exams, they do teach teachers and parent’s valuable
information about what a child understands about the surroundings in their world, and how they
comprehend challenges both during academic instruction time, and play time.
Classroom Management Plan
While preparation and planning are important tools to have when devising a classroom
management system, consistency is probably the most important of them all. If a teacher were to
lecture about the importance of a rule and never execute it, what would that teach children? As
children, we are taught to follow rules in school, at home, and in our community, but when a rule
is broken and no consequences are established immediately, it is common that those same
offenses will be acted upon again. In the community, this could mean smoking, drinking,
breaking curfew, or violating traffic laws. At home, this could mean not making the bed, not
taking out the trash, or being disrespectful. In school, this could mean running in the halls, using
inappropriate language and acting aggressively towards peers. Often times, when such rules are
broken, safety becomes an issue, and many times, the issue is not addressed until the safety of a
child or another individual is at stake. In the classroom, I, the teacher, am responsible for

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maintaining consistency for any violation of rules and establishing equal and fair consequences
to all children to choose to act against the rules.
After reviewing the idea of Logical Consequences and the methods of maintaining
classroom control in association with the idea, I decided that in order for my classroom
management techniques to be completely successful, I should adopt some education programs
with similar theories into my pedagogy in order to learn the most about how to maintain a
democratic classroom while still being a Moderate-Control type of teacher. I have found one
theory and one program, as well as additional resources with information that is relevant to the
theory/program, that I believe to fit best with my pedagogy as an “Interactionalist”/Moderate-
Control teacher: Discipline with Dignity and Love and Logic.
Discipline with Dignity: This theory was established by Richard Curwin and Allen Mendler. The
purpose of this theory is to build classroom discipline that is based on hope and dignity (Charles,
2005), with the idea that teachers and educators can spend less time trying to fix short term
behavioral management problems and focus more on building positive interactions with students
which can help to fix long-term behavioral problems (Discipline with Dignity, 2014). Curwin
and Mendler believed that students internalize punishments as though they are bad people, and
ultimately give up on a task before they are able to internalize disappointment and failure.
Curwin and Mendler also stressed that students often purposefully misbehave, sometimes in
order to get attention from peers or adults. Instead of punishing students for negative actions, it is
important that the teacher establishes rules that make sense, and provide reasonable
consequences that are relevant to the incident that has taken place. While enforcing the
consequence, teachers are to be fair, calm, and focus on how the child’s dignity and hope for
themselves and their own success could be impacted by misleading consequences or treatments.

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Discipline with Dignity focuses on making rules reasonable and consequences fair while still
keeping a child’s hope for success up and remaining calm and collected. In addition, Discipline
with Dignity also serves as a positive motivator for students because teachers who remain calm
and focus on their dignity when working with discipline help students to learn real life lessons
and make students truly want to change their behaviors in the long term (Deliso, 2011). If a
teacher were to yell and scream as their method for discipline with students, do not truly fix the
behavioral problem at hand; students could brush the screaming off, come back to school the
next day, and act the same way all over again. Discipline with Dignity allows teachers to reach
students on more personal levels, and impact change within a child by remaining calm, and being
realistic with their word choices and consequences.
Love and Logic: This program was established in 1977 by Jim and Charles Fay and Foster W.
Cline. The purpose of the program is to help teachers and parents find ways to work with
children in a way that is fun and rewarding for all parties, rather than stressful and chaotic. It
intends for strengthen parent and teacher relationships with children by using humor, hope and
empathy, as well as respect and dignity. This program also calls for teachers to manage
disruptive behaviors appropriately and efficiently, make teaching fun and enjoyable for students,
build positive relationships, and help students to solve problems. Love and Logic is similar to
Discipline with Dignity in that teachers establish reasonable rules and expectations without
anger, and provide students with hope for achievement (Love and Logic Institute, 2014).
In order to implement both Curwin and Mendler’s idea of Discipline with Dignity as well
as Fay and Cline’s principles of the Love and Logic program into my classroom, it will be
important for me to remember to motivate students for behavioral change, talk to students calmly
and lovingly, and remember to focus on how problems can be fixed positively rather than

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focusing on negative behaviors. During my past experiences working with students during
practicums or through volunteer work, if I had to pull them aside to resolve a conflict, I would
pull them aside, talk to them quietly so that no one else could be involved in the conversation,
then have them give me a hug or high five at the end of our meeting, let them know that they
were okay, ask them a question of what they were going to do next, then dismiss them from the
meeting. No matter what happens, I want my students to walk away from me knowing that I care
about them and their wellbeing, and feeling as though they are good, smart individuals.
Conclusion
Teaching is tiresome and hectic, but the children are worth the chaos. Every child has
specific needs and wants, and my job, as a teacher, is to provide each student with those
necessary needs in appropriate ways. I am still learning; I do not know everything that there is to
know about being a teacher, but I feel as though the Teacher Education program has provided me
with an incredible opportunity to test my philosophies and pedagogies through hands-on work
with students in various subjects. Additional education theories and programs have also given me
great insight on ways to go about managing my future classroom using methods that best fits my
pedagogy. Managing a classroom of twenty plus students and attempting to maintain a classroom
paradise for all will serve as a great challenge for me, but I hope that through my future
encounters with students will help to prepare me even more for this challenge, and teach me how
to tackle it full on with optimism and patience.

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References:
 Arends, R. (2012). Classroom Management: Learning to Teach (9th ed.). New York, NY:
McGraw-Hill Companies.
 Bauslaugh, C. (2003, Jun 14). Caring in the classroom. Retrieved December 14, 2014 from:
http://search.proquest.com/docview/345956166?accountid=14793
 Charles. C.M. (2005). Building Classroom Discipline. Retrieved December 16, 2014 from:
http://faculty.washington.edu/dcheney/EDSPE503ClassroomManagement/Readings/Cur
winMendlerChapter.pdf
 Delisio, E. (October 2nd, 2011). Discipline with Dignity Stresses Positive Motivation.
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