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I think the use of technology in the classroom is very beneficial when it is implemented correctly. Students should be held to high expectations in understanding that the technology used in the classroom is used for educational purposes and they should be respectful of the technology they are given. If implemented correctly, technology can be a great source of learning and can support the learning of varying abilities and knowledge bases. I am responsible for teaching my students how to respect the technology we are given and how to be safe while online. I feel it is partly my responsibility to teach children how to be safe online and how to use their critical thinking skills to break down information in order to understand that not everything they see is true.

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Boaler, J., & Dweck, C. S. (2016). Mathematical mindsets: Unleashing students' potential through creative mathematics, inspiring messages and innovative teaching. Jossey-Bass.

Cassetta, G., & Sawyer, B. (2015). Classroom Management Matters: The social-emotional learning approach children deserve.

YouTube. (2013). Rita Pierson: Every kid needs a champion. YouTube. Retrieved September 3, 2022, from https://www.youtube.com/watch?v=SFnMTHhKdkw&ab_channel=TED.

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"When we teach students that mistakes are positive, it has an incredibly liberating effect on them... It is important to publicly value mistakes in class, but teachers also need to give positive messages about mistakes in one-to-one interactions..." (Jo Boaler, 2016, p.41-42, 45).

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"There are few things more detrimental to any student-teacher relationship than for the child to believe the adult is not looking out for their emotional or physical well-being... Let students know that you expect everyone in your class to be treated with kindness..." (Casetta and Sawyer, 2015, p. 11).

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"James Comer says that no significant learning can occur without a significant relationship. George Washington Carver says all learning is understanding relationships… For years, I have watched people teach. I have looked at the best and I’ve looked at some of the worst. A colleague said to me one time, “They don’t pay me to like the kids. They pay me to teach a lesson. The kids should learn it… I said to her, “You know kids don’t learn from people they don’t like”... "(Rita Pearson, 2013, 1:08-1:51).

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Every kid needs a champion | Rita Pierson | TED

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I will teach my students the procedure of going to the bathroom along with its rules and expectations. Additionally, I will provide a sign-out/in sheet so I can keep track of any students that may be going to the bathroom frequently during class time. This procedure will be taught on the first day of school and students will practice when they complete the task. This procedure will be introduced as a privilege that can be changed at any time depending on how the students are respecting the privilege.
Similarly to teaching students about walking through hallways, I will demonstrate what I expect. I will show them how to sign out by writing their name, the date, the time they left, and the time they came back. I will also provide an object for them to place on their desk so I know who is currently out of the classroom.
Students will know they are doing a good job through praise and a small prize at the end of each week (i.e., candy or small toys).

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I will assign my students class jobs every two weeks to instill responsibility in the classroom. These jobs will consist of things like paper passers, line leaders, cabooses, and light monitors. Additionally, each student with a job will get a prize at the end of their job term (two weeks).
Jobs will be introduced at the beginning of the school year.
The rules around choosing job people will be as follows:
1) Name sticks will be drawn at random to increase the chance of different people in each turnover.
2) The chosen student is allowed to pick whatever job they want that is available.
Students will know they are doing a good job with these tasks through praise and free time.

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I will teach my students is walking through the halls. These instructions will be given on the first day of school and will be introduced first thing in the morning. To do this, I will give precise instructions on how to walk in the halls (these will be formed based on the school's expectations). For example, my placement expects students to walk quietly, in a single file line, through the hallways. I will teach this by first discussing the rules (Voices should be off and we should be behind each other in one line/no pairs). I will then demonstrate the rules myself so the students have a visual of the expectations.
One change I can make for this could be experimenting with walking at either end of the line to observe my students and show that I am also following the expectations.
Students will be praised when they have met the expectation. If they have not, we will go over the rules again in the classroom or before we walk to the classroom.

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The classroom arrangements and expectations will be designated by me, especially depending on the age group I'm teaching. I feel as though older students (5th and 6th grade) may be more capable of creating proper classroom rules/guidelines compared to younger students (K-2)
Some of the guidelines I will use will include: Being responsible with bathroom privilege (don't overuse/abuse it) teaches responsibility and trust; Respecting classmates/personal and loaned items; Bad day animals/objects (Place these on your desk to signal the teacher that you don't want to be called on or told to participate); The use of silent fidget toys at their desk for help concentrating (another privilege that should not be abused).

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To build a strong classroom community I will treat my students as trustworthy students. One way I can do this is by assigning no bathroom passes and trusting my students to go during their breaks as much as possible. I will also implement a lot To build positive relationships between student-teacher and peer relationships, I will incorporate many Social-Emotional Learning activities and morning meetings. I can also change seating arrangements intermittently throughout the year to allow for whole-class socialization.

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If students feel as though they are competent learners and that their peers and educators care about their thoughts and opinions, students are more likely to succeed. As educators, we want to help students understand the positive side of failures and mistakes so they can continue to learn positively.

Diversity will allow students to learn how to respect one another and others in real-life situations. Students of all backgrounds should and will feel safe and comfortable in my classroom. A classroom community will allow students to feel comfortable helping and working alongside each other.

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To include diversity in the classroom, I will incorporate diverse books for read-alouds and the class library. I will also incorporate informational texts to support learning and curiosity.
In order to build strong relationships with my students, I will be stern but friendly. I believe students should be treated as growing humans with individual personalities, rather than just students. To build a strong classroom community, I will set respectful community guideline rules (i.e., respect your neighbors/group members and respect the classroom materials). I will implement icebreaker activities at the beginning of each year to promote community building. Additionally, I can switch the seating arrangement around every few months so students can connect with other students.
To assess and evaluate work, I feel some work can be graded with a simple check mark (i.e., free writes and brainstorms). Other assignments such as mathematics and other heavily academic assignments will be graded with a + rather than a - (e.g. +1, +2 rather than -1, -2). This may help students feel that they still achieved a goal despite possibly not getting 100%.

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I have always believed that students need to have a positive relationship with their teachers in order to take away the most from their education. Teachers can achieve this through respecting and understanding the capabilities of their students. I draw this belief from my own experience; I never succeeded with teachers I didn't like. In addition to positive relationships, I believe it is my job as an educator to support and celebrate diversity in the classroom. I believe that positive teacher-parent relationships are highly beneficial for students. When parents and teachers can communicate effectively and efficiently about a student's education, the student is more likely to succeed. Administrators also play a large role in the success of students. I believe it is up to administrators to create a rich and safe environment in which children can learn. They should also create environments in which parents and teachers can effectively communicate.

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One of my main motivations for teaching is to share my love for learning. I am always excited to learn new things, especially in areas which I am really interested. Another motivation is to give my future students the support, caring, and education I felt I did not consistently receive. For instance, I want my students to feel okay with saying they don't know an answer. I also want my students to feel okay with asking any and all questions without judgment. I was always afraid of not knowing the right answers so I never asked or said that I didn't know.