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In this video, Pierson (2013) explains a conversation where she tells a fellow teacher that children do not learn from people they do not like. Children need to feel empowered to learn from their teachers. As a teacher, I need to remember that building relationships with my students is a key factor to their education. Even as high schoolers, they need to know I, as their teacher, care for them as individuals and not just about their memorizing Romeo's and Juliet's soliloquies. They also need to know that I care for them no matter what they look like or what their backgrounds are. The more they feel I support them and that I am an advocate for them, the more likely they are to listen to me and cooperate in class. Even though I teach at a small private school, I recognize that not all of my students come from a supportive background. I may be the only positive voice they hear all day. I will be a champion for my students by building relationship with them, listening to them, and letting them know I am there to help them in whatever ways I can.

Resource
Pierson, R. (2013, May). Every kid needs a champion [Video file]. Retrieved from https://www.ted.com/talks/rita_pierson_every_kid_needs_a_champion#t-446016

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Rita Pierson: Every kid needs a champion

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Rita Pierson, a teacher for 40 years, once heard a colleague say, "They don't pay me to like the kids." Her response: "Kids don't learn from people they don't like.'" A rousing call to educators to believe in their students and actually connect with them on a real, human, personal level.

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Hester (2014) explains the importance of setting high expectations for students in the classroom. He also discusses his plan of action for when students do not meet his expectations. Although his expectations are high, he explains to the students that he sets these standards because he cares about them and their future. On the first day of school, I believe it is important to set high standards for my classrooms. By my explaining why I have these standards, my students will understand why I set high expectations for them. I will also let them know the hierarchy of discipline they will progress through if they do not abide by the classroom expectations. In addition, I will explain to my students that I not only have high expectations for how they behave in my classroom, but I also have high expectations for the work they produce in my classroom. I will explain to them that I always expect them work their hardest and will let them know when they can come to my room for additional help if they need it.

Resource
Hester, T. (2014, March 4). Classroom management -- meet Mr. Hester [Video File]. Retrieved from https://www.youtube.com/watch?v=LdF5ry5g5-w

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Gapp (2017) discusses how zone of proximity leads to having more control over the classroom. She encourages teachers to be constantly walking through the classroom while she is teaching. This allows the teacher to only be a couple of steps away from any situation. She also explains that children are more likely to pay attention and less likely to engage other students when the teacher is close by. Students feel more comfortable asking questions when the teacher is closer. With my high school English classes, students use their laptops to take notes, work on assignments and even read in literature. By using the zone of proximity, I can keep my students engaged in classwork instead of being tempted to look up something not pertaining to school on their laptops. I can also cause chatty students to disengage any conversations taking place during class time simply by taking a few steps in the direction of this student. Zone of proximity allows me to keep teaching without stopping to redirect a student because my presence should regain the student's attention.

Resource
Gapp, S. (2017, June 7).  Utilizing proximity to manage classroom discipline and behavior [Video file]. Retrieved from https://www.youtube.com/watch?v=9KPihoCVnvE

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Utilizing Proximity to Manage Classroom Discipline and Behavior

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When students are disrespectful to me in the classroom, I need to remember to not take the disrespect personally. I need to calmly let them know how they are supposed to behave, but I need to also address the heart of the issue of their disrespect which means I will need to privately engage the student to find out what is going on. They need to know that I am not going to stop caring for them even though they may not always act perfectly (Dearborn, 2018). A student may rudely blurt out that she thinks learning English rules is boring. As a high school teacher, I am going to have students who are disrespectful for many different reasons. I need to remember that these reasons may not have anything to do with me or my classroom. The student may have had a bad morning, a fight with parents, or fight with a boyfriend/girlfriend. When the student takes out their frustration out on me, I need to remember that the student may not be attacking me personally, but may just be reacting to something going on in his personal life. It is, however, important to let the student know that the behavior is not going to be tolerated, and to let them know how I want them to respond to me.
Resource
Dearborn, G. (2018, January 5). How to deal with disrespectful students I classroom management [Video file].  Retrieved from https://www.youtube.com/watch?v=OCHQvbBLLeI

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How to Deal with Disrespectful Students | Classroom Management

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DiGilio (2017) suggests that teachers make a short video of themselves before the school year begins and send the video to the students and parents. The video is a good strategy to allow the student to know the teacher and to see what the teacher looks like. The video is also a good tool for parents to get to know a little bit about the teacher as well.  This simple video will go a long way in earning the parent's respect and building a relationship with parents that will be beneficial as the year progresses and contact needs to be made about a student's behavior in the classroom. In my video I plan to send at the beginning of each school year, I will introduce myself, let students know where my classroom is located, and briefly discuss what we will be learning about in English/Literature during the year. In the video, I will also talk a little bit about myself, my family and how I used my summer. I will end the video by letting them know how excited I am to see them on the first day of school and will review what supplies they need to bring to class on the first day. Even though my high school students may think my video is a little corny, I believe they will enjoy learning a little bit about me before the first day.
Resource
DiGilio, A. (2017, August 6). How I structure my behavior management plan [Vidoe file]. Retrieved from https://www.youtube.com/watch?v=G8Ro6moad4o&t=592s

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How I Structure my Behavior Management Plan