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I will promote language. A common misconception with ELA is that it's only reading and writing, but English--language, is more than that. It is art through film, music, poetry, and all the nuances in verbal or nonverbal cues.

Every sentence has a purpose; every word has a connotation, and when you string the right words together, you create music. Language is a powerful tool and as an educator you have to frame your tongue specifically due to the positive or negative effects it could have on students, which is why Kellough & Kellough in, Secondary School Teaching, states there are phrases you should avoid in a classroom because they inhibit learning such as:

"Avoid telling a student how much better they can be.

Avoid using qualifying statements

Avoid encouraging competition"

- Kellough & Kellough, pg. 110

This type of language hinders learning because they have lasting effects on confidence and infers that intelligence is an innate gift.

Words hold value, which is why concepts like fixed and growth mindset exist. In the article titled, "The Perils and Promises of Praise" written by Carol S. Dweck, there was a study conducted asking students to describe intelligence and she discovered,

"students praised for intelligence made significantly more references to innate, fixed capacity, whereas students praised for effort made more references to skills, knowledge, and areas they could change through effort and learning."
- Dweck, pg. 38

So,

In my classroom, students will understand the subtlety of language and use it as a tool to teach, uplift, and empathize.

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What Do You Remember Most from Your Favorite Teacher? 

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What Do You Remember Most from Your Favorite Teacher? 

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Was it their lecture about subject-verb agreement? Or their presentation about neoclassical writing? Most likely you're reminiscing about specific gestures or memories with that teacher, not subject matter.

This isn't a jab to lecturers or powerpoint presentations because they are valued and had taught many, but teaching is beyond the actual subject you're teaching, as stated,

"Knowing your students is at least as important as knowing subject matter content." (Hoffman & Levak, 2003)
- Kellough & Kellough, pg. 111

Teaching is creating genuine bonds with students and allowing them to think in the perspective of others. By allowing students to think critically while establishing relationships, you are simultaneously creating a safe haven for students to become vulnerable in. And if you're able to provide a supportive and safe learning environment, then the desire to learn in the classroom will follow.

"teachers whose classrooms are pleasant, positive, and challenging but supportive find that their students learn and behave better than the students of teachers whose classroom atmospheres are harsh, negative, repressive, and unchallenging."
- Kellough, pg. 108

In my classroom I will be as supportive and attentive as possible to create a culture that encourages learning and invites safety.

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I believe in the idiom, "practice what you preach" and I know if I were an example of my beliefs:

using language positively and intentionally to uplift.

creating relationships to promote a safe learning environment.

then students will eventually fall into the culture and have a reason to learn.

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In order to maintain a classroom, the first step would be the ambiance of the room:

"Consider this: a study with eighth-grade students suggested that in a classroom atmosphere enhanced with a pleasant scented fragrance, students required fewer redirections of their behavior from the teacher (Gabriel, 1999)"
- Kellough & Kellough, pg. 110

I will arrange and decorate the classroom in a way that'll align with my beliefs, as well as my personality to humanize my label as a teacher.

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After the ambiance is established, I will then have a set of expectations that are visibly and verbally expressed, not rules because "rule" has an authoritative connotation:

"To encourage a constructive and supportive classroom environment, we encourage you to practice thinking in terms of expectations rather than punishments. The rationale is this: to many people, the term rules has a more negative connotation than does the term expectations." (Queen, Blackwelder, & Mallen, 1997)

- Kellough & Kellough, pg. 114

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"Da Expectations"

1. Usage of respectful and positive language.

2. Be communicative and considerate of others.

3. Always ask for consent. Whether it is asking to borrow a pencil, to shake hands, or whatever--normalize consent.

4. Come prepared to learn.

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Step 4: Rationale & How Expectations Will be Applied

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Step 4: Rationale & How Expectations Will be Applied

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I meticulously chose these expectations because I know they align with my beliefs in language and classroom culture. Early in the semester, if I'm constantly expressing the value of words and creating genuine bonds with my students, then I already established a positive and inviting learning atmosphere. Continually expressing the value of positive language to students will make my list of expectations become etiquette they have learned from just being in my class.

I want students to use the environment we've created as a space to better themselves. I will make sure to acknowledge effort individually and collectively because that will serve as examples of what ideal behavior is, as well as provide incentives to encourage learning.

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Step 5: Protocol for Behavior Outside of Expectations

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Step 5: Protocol for Behavior Outside of Expectations

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I am modeling my misbehavior protocol after restorative justice practices because I believe extreme consequences and suspensions are counterproductive.

My students need to be able to hold themselves accountable for their actions and I will take the proper steps necessary to make sure they don't act outside of the classroom expectations.

If students are misbehaving I will attend to the situation as soon as possible because any type of reluctance toward misbehavior shows students that their behavior is acceptable in the classroom. Taking initiative to call out misbehavior tells the student that there are consequences and I will act on my word.

"Most teachers who are effective classroom managers routinize their procedures for handling inappropriate behavior and ensure that the students understand the consequences for inappropriate behavior."
- Kellough & Kellough, pg 118

Steps to handle misbehavior:

1.  verbal/nonverbal reminder to student

2.  initiate private conversation to ensure the behavior will not continue

3. place student in restorative process

4. Repeat #2 & 3 is necessary

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Dweck, Carol S., (2007), "The Perils and Promises of Praise", pg. 38

Kellough, Richard D., & Kellough, Noreen G., (2011), "Secondary School Teaching", pgs. 108, 110-111, 114, 118