Portrait of a Classroom Assumptions

In thinking about my own ‘ideal’ classroom, it is hard to know exactly what will and will not work in creating a successful classroom.  However, I am hoping that I will be able to include many of the techniques that I have observed in my classrooms. 

In creating and structuring my classroom, I believe that a set of class rules is essential.   Although I believe that teachers earn respect, and that class rules should be discussed in class, I am very certain that I do not want my class rules to be up for discussion; however, I will accept submissions from students of what they expect from me as their teacher.  I plan on implementing a class rules handout that can be referenced by students throughout the year (this was done in my 9^th grade classroom).  I would like to take this a step farther in my own classroom by requiring my students to review the rules with their parent/s, having both sign it, as though it were a ‘real life’ contract, and having them return it to me as though it were a homework assignment.  It is important to note here, that it is not only rules and expectations of my students that will be on the rules handout, but also their expectations of me as their teacher. It is my assumption that creating an air of accountability for actions taken by students is extremely important for students to learn as soon as the school year begins.  One rule that I have seen in operation, that I would like to use in my own classroom, is that of a borrowing system for forgotten materials. By making the students leave something in exchange for borrowing classroom materials builds upon the accountability skills needed both in the classroom and in life.  Ideally, there would be a way to transition the borrowing system into one that does not need an exchange to take place. 

From my discussions with my co-operating teachers, as well as my own experiences in the classroom, I would very much like to be part of a CTT classroom environment.   It has become clear to me that team teaching allows the teachers in the classroom to truly, and effectively, reach every single student in the classroom, even those who would otherwise need pull out or after school programs to help them fully understand the information being taught in the classroom.  Furthermore, having a second teacher in the room, a second teacher to plan lessons with, allows both teachers to formulate a dynamic and well-scaffolded plan with special education students specifically in mind.  I believe that this type of classroom is very beneficial for all students in the classroom, not only those students classified as having special education needs.  Every student can benefit from having a second instructor in the classroom to answer questions and help drive the lesson objectives home to each student.   It allows the students to recruit one of the teachers in the classroom to help them one on one while the other teacher is given the chance to move on with the lesson for those who are on track with their understanding of the lesson objectives. It is my assumption that the move to CTT classrooms will become the norm in most, if not all, public classrooms in the future.

I believe that displaying student work is uniquely important for students.  The public nature of displayed work provides the student with a bigger incentive for creating the best work possible.  This could not be more important.  In my own high school days, I can remember the pride I felt when my work was displayed in class or even around the school building.   I would like to have room in my classroom to portray examples of the best student work in my class.  It is my assumption that by giving the lower students in my classes examples of what the best work they can do looks like, I will be able to instill a drive within the student to achieve more than ever before.  Just as peer tutoring is most effective for true learning by a student, seeing peer work is likely to be more effective than seeing examples of “best” work created by the teacher. 

Furthering the technique of displaying the ‘best’ examples of student work, is displaying important terminology and language that is used in lessons for continual student learning.  In the classroom I am currently in, posters for key literary terminology (e.g. irony, characterization, simile etc.) are hung as each term is discussed in class.  By doing this, students are able to reference these posters whenever they need reinforcement in a specific term or idea.  Its is my assumption, that resources of this nature are invaluable to the students as it gives them access to these words at all times as it provides autonomy for the students to show they are in charge of their academic lives.

I am hopeful that in my first year of teaching I will lose my (clearly unnecessary) fear of group work.  It has become clear to me that successful group work can be very beneficial for both the students and for me as a teacher.  The students can benefit from group work due to the fact that peer tutoring can be very effective in helping students learn the information that is being given to them.  I very much like the idea of changing the set up of the room depending on the activity being conducted on that particular day.  I would like to be able to use ‘Socratic seminar’ to teach certain works of literature.  In order to do this, it is important for me as a teacher to understand the group and social dynamics in my classroom. I believe it is good to have structure in the classroom, but it is also good to “mix it up” so to speak to keep the students involved.

Good class dynamics are very important to me.  It is my assumption, from what I have read, what I have observed, and what I have learned, that knowing how to situate your students within the classroom is very important.  Although as a student I hated having assigned seats, I can see the benefits to both the students and the teacher of being able to specifically separate certain students.  I assume, from what I have seen and learned from my teachers that the best way to set up assigned seating in my classroom is to allow the students time to settle into their social groups.  This way, when assigning seats I, as the teacher, can rearrange the room in the most effective way to create a well rounded and distraction free learning environment.   In setting up my classroom, I am hopeful that the class sizes I am given are within a manageable range in which I can set my classroom up in the shape of a horseshoe.  I want to be the center of attention in my classroom.  I want to be able to see every child’s face, and have each child be able to see the faces of their peers.  I believe that the set up of my room will add to my effectiveness as a teacher, as well as to help cut down on classroom misbehavior.