Freedom of Choice

Freedom to Calm Down

Freedom to Be Heard

As most are aware, everyone learns in an unique

Having the freedom to calm down allows students

There are two aspect of freedom to be heard, the

way which is distinct to them. I hope to recognize these

to reflect on their emotions and behaviour and self-

first deals with setting up the classroom. Everyone likes

styles in my students and provide opportunities for my

regulate. Some students need personal space and may

to have input in the activities that they are a part of.

students to learn in their own personal learning style.

need to remove themselves from distractions (McLeod et

What better way to give students a sense of a voice in

By matching my teaching style to how my students

al., 2003, p 12). By allowing students the freedom to

the classroom than to have them help in the creation of

learn, I am provide them with greater opportunities to be

calm down they are given the opportunity to realize they

classroom rules and the consequences for breaking

successful in their academic pursuits which may

are upset and take the required steps to alleviate their

those rules (Tauber, 2007,

increase the likelihood of high student achievement

frustrations. This may be done

p 176). By giving students

through leaving the classroom,

the opportunity to create

a calming bottle, or another

the rules, you are giving

method the student uses.

them ownership of the rules

Freedom of Movement

(McLeod et al., 2003, p vi).

Having personal space is important for everyone,

and in the case of children, the lack of an adequate

With this freedom comes

and they may have more

the responsibility of treating

instinct to follow the rules

the freedom with respect by

they feel ownership for

Not all

informing me when they need

(Tauber, 2007, p 176).

people are able to work productively sitting at a desk.

to leave, either with a pre-

is important that the rules

discussed signal or verbally. In

are not arbitrary, but rather

addition, once the student is

have cause-and-effect, a

calm, we will discuss the

reason as to why this rule would be important to

situation together and if

implement in the classroom (Tauber, 2007, p 176). It is

needed, come up with a

also suggested to only have five to eight rules within a

solution to fix the problem.

classroom (Marzano, Marzano & Pickering, 2003, p 18).

work space may contribute to behavioural problems

(McLeod, Fisher & Hoover, 2003, p. vi). Freedom of
movement gives students the ability to work in a
manner that is most comfortable to them.

Think about where you work best; I tend to do my

work sitting on my couch, surrounded by books,

Freedom of choice is a way to ensure that

students are able to learn, or at least exhibit their
learning in a way that is best suited to them.

By

providing choices in projects and assignments,

students are able to choose the format through which
they can best showcase their learning which allows
them to feel more confident and competent in their
abilities (McLeod et al., 2003, p vi). By giving students
choice in the classroom, they are also learning about
decision making, what makes a good decision and what
can they do differently if the decision they made was
not a good one. (McLeod et al., 2003, p 67).
Freedom of choice also encompasses choices
when the behaviour they exhibited was not good
behaviour. Rather than rebuking a child and telling
them what they should be doing, it is more beneficial to
the child to instead ask the child what a better form of
behaviour might be. This allows them to reflect on their
own behaviour and problem solve themselves to come
up with a behaviour that is better suited to the situation
(Tauber, 2007, p 24).

whereas my husband likes to work on the floor. I hope

to provide freedom of movement by allowing students
to work in a manner most suited to their distinct
learning needs. Some methods to achieve freedom of
movement would be to have areas of the classroom
where there are standing workstations set up, a more
relaxing corner filled with pillows and comfortable
chairs, and desks for those students who thrive in a
more structured position, and if needed, carrel desks
for those who may need to be away from distractions
(McLeod, et al.; 2003, p
12).
All that said, there will
of course be procedural
guidelines for working

Freedom to Belong
Children should feel like they belong and are
accepted in a classroom, so I hope to provide
opportunities for children to connect to their
classmates. By teaching students social and emotional
skills we allow them to have empathy and
understanding for others, which in turn allows them to
be accepting of others and be accepted in return. I
hope to achieve this through the other principles that

within the classroom which

guide my classroom management, such as the freedom

will be understood prior to

to be heard and the use of different learning styles

a ny m ovem ent ta king

place.

There will also be

specific times where this

freedom is practiced as
some scenarios do not work in this format, such as a
lecture if the board is not visible to everyone.

(multiple intelligences) to teach students that everyone

in the class is unique and special in their own way. By
creating relationships within the classroom, a
community is formed based on mutual respect and
ca ring which ena bles students to assu me
responsibility for their own behavior and become good
role models for others (McLeod et al., 2003, p vi).

It

The other side of freedom to be heard involves

dealing with misbehaviour itself. Good discipline is not
about doing something to misbehaving children but
rather is about helping a child recognize their behaviour
as inappropriate and reflecting on it to find out why they
are behaving in a certain manner, and then taking to
steps to solve the problem and come up with solutions
that are more appropriate (Tauger, 2007, p 177). By
allowing the student to reflect on their behaviour, we are
teaching them to take responsibility for their actions
and behaviour (Tauber, 2007, p 177).