Teaching Philosophy

and
Classroom Management
Anne Estrada

My teaching philosophy

I believe that teaching and learning are shared

responsibilities.
That means that everyone in our classroom is a teacher
and everyone is a student.
All students regardless of their background, ethnicity or
ability level can and will learn when they are taught in a way
that they learn best.
I am a visual learner and it will benefit my student to
provide learning opportunities in a variety of modalities.
We are all responsible to develop a classroom community
that supports learning and builds caring relationships.
In our classroom we have high expectations for all people
and we work together to make sure everyone succeeds.

I believe that discipline is another

learning experience.

The focus of my classroom management

is on a boundary-based discipline,
because students need boundaries to
feel safe.

These boundaries must be

communicated clearly and consistently.

Post classroom rules or a pledge where

everyone can see it every day.

When possible have students

participate in the creation of classroom
rules.

Have students and parents sign their

acknowledgement of the rules. Parents
are more supportive when you provide
information in a positive and consistent
format.

Communication should be done in a

cooperative and positive manner that
encourages students to work out the
solutions and learn from mistakes.

Classroom
Discipline

Physical Needs of Students

Research shows that student
learning increases when their
bodies are able to move.
Developing a strong body develops
a strong brain.
Provide students with physical
exercise and movement throughout
the school day and watch behavior
issues diminish.
Include brain breaks as a part of
your lesson planning.
Students need physical stimulation
to stay focused and engaged.
In my classroom I will develop
lesson plans that support and
encourage students to eat better
and be active every day.

The physical environment created for

students that is clean, safe, and
comfortable will help students feel
welcome and supports the idea of a
community of learners.
It is a teachers duty to provides
standards based instruction to all
students in your classroom.
Always be aware of the wonderful
diversity in your student population .
Your classroom will hold 15-20% English
language learners, gifted and special
needs students.
Be prepared to create differentiated
lessons so all students can enjoy and
participate in daily lessons.
The classroom environment can work
for us or against us, which is why it is
first, last, and always among pedagogical
concerns (Roskos & Newman,
2011,p.110).

The Learning
Environment

Physical Layout of Room

The physical space aligns with the

teachers instructional goals

Tables are easily moved, Roskos and

Newman (2011) note, the space
should accommodate multiple
configurations for large and small
groups, for triads, pairs, and
individuals to talk, listen, write, read,
play, and learn (p.111).
Technology is easily available which
simplifies writing tasks for ELLs and
students with special needs.
Students can talk easily with elbow
partners.
Group seating allows students easy
access to partners.
Conversation is promoted and modeled
supporting ELLs need for increased
speak and listen opportunities.
Stacked chairs can be moved to work
stations.
Quite space is designate in library
area.
Clean, organized and ready to work!

Learning Objectives

Learning objective is clearly

identified

Students read and speak the

learning target for each lesson.

Learning targets are written in an

I Can format.

Additional statement is included

with the learning target
explaining why the learning
objective is useful.

Learning Goals are made visible

and meaningful to students.

Students comprehension is
checked often during lessons.

Hand signals indicate levels of

understanding allowing ELLs to
easily communicate.

Wall Space
Strategically place
materials where students
can reference information
easily from their seats.
Anchor charts provide
writing prompts as well as
conversation starters for
ELLs.
Vocabulary charts
provide key details and
lesson content.
Problem solving posters
posted for positive
behavior intervention.
Engaging design,
according to Roskos and
Newman (2011) ,
displays of information
should be orderly yet
varied and also eyecatching to capture

Resources Available to Students

Materials at eye and hand level so

students will remember to use them,
this also promotes independence.

Books are categorized by reading level,

genre, topic, and labeled clearly.
According to Morrow (2002), Roskos and
Newman (2011) notes, It should
contain enough books at appropriate
levels for independent and recreational
readingfive to eight books per
student, (p.111).
Clip board for materials and book
borrowing.

Resource material : dictionaries,

grammar books, maps. According to the
Access Center (2007), When needing a
resource for more information, students
use books, computers, dictionaries,
encyclopedias, and word walls, as well
as teachers and peers for assistance
(p.2).

Pencils, highlighters, sticky notes, tape

and bookmarks placed where students

Authentic Student Work

Supports student ownership and
identity. According to Rogoff
(1990), Roskos and Newman
(2011) note, The research we
have shows the powerful role of
the social environment in shaping
individual literacy experiencea
sense of belonging, identity,
ownership, and choice(p. 112).
Student work tells the story of
what the students know
Provide examples of formal and
informal assessments
Progress monitoring using
investment plans and data
tracking boards focus efforts on
the Big Ideas
Engaging designs are visual and
mentally stimulating.
Wall displays co-produced by
student and teacher shows
collaboration and cooperation.

Providing an environment that

supports learning is not an easy task.
It takes thought, preparation and a lot
of organization.

As a professional look for

developmental training such as the
6+1 Traits and takes advantage of
opportunities that increase your
ability to teach well.

Just having the physical aspects of a

room meet student needs is not
enough.

A good teacher must believe in what

she is teaching her students and
believe in her students.

A teacher brings her own personality

into a classroom.

Allow your personality and the

personality of your students to come
together to create an environment
where everyone wants to come to
every day.

Overall Impression

Resources

Reutzel, D., & Clark, S. (2011). Organizing literacy classrooms for effective instruction: a survival
guide.The Reading

Teacher,65(2), 96-109. doi:10.1002/TRTR.01013

Roskos, K., & Neuman, S. (2011). The Classroom environment: first, last, and always.The Reading
Teacher,65(2), 110-

114.doi:10.1002/TRTR.01021

The Access Center, (2007). Literacy-rich environments Retrieved February 1, 2008, from The Access
Center website: http://www.k8accesscenter.org/training_resources/literacyrichenvironments.asp