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Cassetta, G., & Sawyer, B. (2015). Classroom Management Matters: the Social-Emotional Learning Approach Children Deserve. Heinemann.

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- I will establish hand signals to check for understanding during lessons. My resident teacher does this with her students.
- I will ask students to give a thumbs up if they are understanding well, thumb to the side if they are kind of understanding but still slightly confused, and a thumbs down if they are not understanding.
- I will ask students to hold their hand signal close to their chest to prevent them from seeing each others hand signals.
- This will help me know how the lesson is going and if I need to spend more time on a topic.
- I will teach this procedure during the first week of school.

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- I will teach students to stand up and quietly walk to line up by the classroom door when they are signaled by the word "go."
- I will teach students to face forward in line so that they are aware of when the line is moving.
- I will teach students to walk quietly without talking in the hallway to ensure that the other classrooms are not disturbed.
- I will teach students to walk in a straight line on the right side of the hallway so that others can walk in the hallway too.
- I will teach students this procedure on the first day of school. Depending on the grade level, I might practice walking in the hallway on the first day of school before actually lining up to walk to lunch/recess.
- I will remind students of the line expectations before they line up for as long as I see fit.
- I will consider having a line leader and line end as classroom jobs to help with walking in the halls.

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- I will teach students hand signals to communicate when they need to do things such as use the restroom, get water, get a tissue, etc. Each action will be represented by holding up a certain number of fingers.

- I will hang a poster that has graphics of the hand signals and what they mean, such as the one above. My resident teacher uses a similar system/graphic in her classroom.

- I will introduce this procedure on the first day of school and show students where in the classroom the poster is.

- This procedure will help minimize interruptions during instruction as I can quietly nod or shake my head at a student instead of instruction being interrupted.

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I will create an assignment in which students get to share about their culture and learn about the culture of their classmates. Ideas for the assignment:
- Students will receive a list of prompts/questions about their culture/ethnic group/community including common foods, clothing, traditions, beliefs, holidays, songs/dances, etc.
- Students could create a poster, graphic organizer, video, ppt, etc. to display their discoveries.
- Students will share their project with the class.

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Be respectful to yourself, others, the classroom, and the school.

- Rationale: To remind students to respect themselves by speaking/thinking positively, trying their best, and taking care of themselves. To remind students to respect others including their teacher, classmates, and others at the school. To remind students to take good care of the classroom, supplies, and school property.

Try your hardest, persevere when things are hard, and ask for help if you need it.

- Rationale: To remind students that they can do hard things and that challenges help them grow. To teach students that asking for help is okay and encouraged.

Be kind to others and be a friend when someone needs a friend.

- Rationale: To remind students to look out for each other and to be a friend to someone who is alone or needs help.

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- I will arrange desks in groups and provide opportunities for students to work together.
- I will implement pair shares and class discussions in which students learn more about each other.
-ex: sharing about what they did over the weekend, sharing about their favorite movie/book, sharing about their culture, etc.
- I will help to resolve problems that occur between students.

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- I will greet students at the door each day.
- I will ask students about what they like to do outside of school.
- I will create opportunities to spend time with students during recess or lunch at least once a week.
- I will treat all students with respect and kindness.
- I will tell students that they can talk to me about problems they have.

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- ensure that teachers have access to the supplies they need to create engaging classroom experiences
- support teachers in their professional development and keep them accountable to reflecting on and improving their teaching practices

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- support students by ensuring they get enough rest and food
- assist students with homework as needed
- communicate important information with teacher/school

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- foster positive relationships with all students by getting to know them as a person and not just a student
- implement engaging lessons that allow students to learn using multiple representations and multiple expressions
- ex: present content and activities in a variety of ways including visually, audibly, and kinesthetically
- communicate important information with parents/caregivers

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- active role in the classroom
- engaging in discussion, problem solving, hands-on activities, writing, reading, etc.
- working to create a judgement free classroom in which everyone is accepted

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Cassetta & Sawyer (2015) provide a wonderful explanation about the purpose of expectations: "they are meant to act as commonly understood guidelines for establishing a joyful and safe classroom where taking risks, making plentiful mistakes, and learning new skills in order to find a better way are part of the daily practice" (p.46). Getting students involved in creating expectations is a great way to give students agency in the classroom.

- In the beginning of the year, I will have a class discussion about agreements/expectations.
- I will explain that we need to set some expectations to ensure that the classroom is a place where everyone feels safe and welcome and where everyone can learn.
- I will ask students to raise their hand and share their ideas about agreements/expectations. As they share, I will write down their ideas on a big piece of paper.
- Then, I will summarize/combine all of their ideas into a few classroom agreements/expectations, adding any that I see fit, and I will present the final agreements/expectations to the class. I will create a poster that lists the agreements/expectations and hang it in the classroom.

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- I will establish an inclusive and welcoming classroom community by creating rules/expectations about treating others with respect, speaking kindly, and celebrating diversity.
- I will implement class discussions in which students get to share about themselves and get to know their peers.

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This philosophy will impact instruction because I will prioritize relationship building and helping students grow into good people. I will focus on the students as people first and students second. This will positively impact student learning because they will know that my classroom is a safe place to learn from their mistakes. This philosophy works towards creating more equitable and joyful learning environments for all students because it includes using multiple means of representation and expression which will help meet the needs of a diverse group of learners. The positive classroom environment I seek to create will also help students academically and socially.

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- I chose this philosophy because I believe that students learn best when they have a positive relationship with their teacher and when they are actively engaged in the classroom. According to Cassetta & Sawyer (2015), “when students are part of positive teacher-student relationships and overall caring classroom communities, they do better socially and academically” (p.6).
- My philosophy will influence how I select curriculum and materials because I want to include diverse books in my classroom library so that my students can see themselves represented in their books. By doing so, students will learn that their teacher values them and their diversity.
- I will work to create a classroom community that is inclusive and celebrates diversity so that all students will feel accepted. - I will build relationships with students by trying to get to know them and their lives outside of school. It is important to get to know your students because "if you don't know who your students are, you can't teach them" (Cassetta & Sawyer p. 8).
- I will assess and evaluate students’ work based on criteria that is made clear to students and parents. I will be a fair and consistent grader, but I will also make exceptions when necessary.

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My teaching philosophy is that students learn best when they have a good relationship with a teacher who they trust and when they are actively involved and engaged in their education.

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I want to be a teacher because I am passionate about making a difference in the lives of children. I am especially passionate about making school a safe place for students who face difficult circumstances at home. I want all of my students to have a good experience in my classroom and to help them develop a love for learning.