Above, a Self-Discipline Pyramid was developed by Villa, Thousand and Nevin (2010) to help educators understand the classroom management MUST include 5 different levels of management strategies to teach the students how to become self-disciplined. Management strategies can be used to individually cater to the needs of each student.
My educational philosophy is a combination of Essentialism and Perennialism. Both philosophies are teacher-centered and their approach to education is the teacher is the authoritative figure who is transferring knowledge, skills, and content to the students. I relate more to Essentialism through my own experiences as a student because my education was positively affected when I had teachers who taught the class by the book and maintained a kind but authoritative figure during class time. Essentialists believe in embedding traditional moral values and the curriculum is to be based on traditional disciplines such as history, math, literature, and foreign languages. I believe educators should make a positive difference in the world and provide students with essential learning, comprehension, and self-discipline skills. I believe educators also need to use different teaching strategies to accommodate the learning needs of every student and always offer help and guidance but the students need to meet their teacher halfway by being respectful, putting in effort for homework, projects, and tests as well as participating throughout the lessons.
As teachers provide various teaching strategies and resources, the students will develop an education and skills to prepare them for college, the workforce, and how to become responsible citizens. In the teacher-centered classroom, I plan to educate all my students being enthusiastic about teaching, providing lesson plans with interactive learning and various learning strategies, and I will role model kindness but will be firm if there is disrespect. It is critical for all educators to create a caring community because it ensures all learners feel safe in the classroom, they have a sense of belonging, and every student is capable of learning no matter their experiences, identity, or backgrounds (Bendtro, Brokenleg & Bockern, 2010).
This website provides my effective secondary classroom management plan conducted from my observations, strategies I have found effective, and my experiences co-teaching 11th Grade U.S. History at San Marcos High School. Each pyramid level has a separate webpage with my educational strategies for teaching self-discipline.
Successful classroom management planning involves building relationships, designing engaging lessons, creating a caring community, helping students recover if expectations are not met, teaching students expectations, teaching life skills (social skills & self-discipline), and facilitating a plan when students struggle to succeed and developing wraparound supports when needed.
Levels 1-3: Educators help youth self-discipline with most of the energy at the pyramid foundation.
Level 4: Students can use this level to gain control and make a plan
Level 5: Provides wraparound supports to help student succeed
(Villa, Thousand, & Nevin, 2010)
My educational philosophy is a combination of Essentialism and Perennialism. Both philosophies are teacher-centered and their approach to education is the teacher is the authoritative figure who is transferring knowledge, skills, and content to the students. I relate more to Essentialism through my own experiences as a student because my education was positively affected when I had teachers who taught the class by the book and maintained a kind but authoritative figure during class time. Essentialists believe in embedding traditional moral values and the curriculum is to be based on traditional disciplines such as history, math, literature, and foreign languages. I believe educators should make a positive difference in the world and provide students with essential learning, comprehension, and self-discipline skills. I believe educators also need to use different teaching strategies to accommodate the learning needs of every student and always offer help and guidance but the students need to meet their teacher halfway by being respectful, putting in effort for homework, projects, and tests as well as participating throughout the lessons.
As teachers provide various teaching strategies and resources, the students will develop an education and skills to prepare them for college, the workforce, and how to become responsible citizens. In the teacher-centered classroom, I plan to educate all my students being enthusiastic about teaching, providing lesson plans with interactive learning and various learning strategies, and I will role model kindness but will be firm if there is disrespect. It is critical for all educators to create a caring community because it ensures all learners feel safe in the classroom, they have a sense of belonging, and every student is capable of learning no matter their experiences, identity, or backgrounds (Bendtro, Brokenleg & Bockern, 2010).
This website provides my effective secondary classroom management plan conducted from my observations, strategies I have found effective, and my experiences co-teaching 11th Grade U.S. History at San Marcos High School. Each pyramid level has a separate webpage with my educational strategies for teaching self-discipline.
Successful classroom management planning involves building relationships, designing engaging lessons, creating a caring community, helping students recover if expectations are not met, teaching students expectations, teaching life skills (social skills & self-discipline), and facilitating a plan when students struggle to succeed and developing wraparound supports when needed.
Levels 1-3: Educators help youth self-discipline with most of the energy at the pyramid foundation.
Level 4: Students can use this level to gain control and make a plan
Level 5: Provides wraparound supports to help student succeed
(Villa, Thousand, & Nevin, 2010)