1.

Goals for Your Learning Community:

a. In 1 – 2 sentences, describe the learning community you hope to develop and lead. This may

sound very much like a mission statement.

 In our classroom… We

R: Recognize that each one of us is created with a purpose.

E: Expect that the moment that is happening to you right now will happen only now.

F: Failure is never a failure. It leads us to success.

L: Look at where you are and realize that every moment and things you do is owned

by you.

E: Establish a goal to speak with a good purpose even if nobody is watching.

C: Create a habit of choosing from various choices that you could make to produce a

better situation.

T: Target as a learner to balance the above statements.

b. Describe the key principles or foundational ideas upon which this learning community is
founded. This should reflect your faith perspective and beliefs pertaining to education, the

individual, and the classroom community. What do students need in order to learn effectively?

 In our classroom, everybody is created in the image of God. We should appreciate

each and every one in our learning environment.

 There should be an effective expectation for student to student and teacher to

student relationships in the learning environment.

 Being kind and firm (Authoritative). I am not their friend and they are learning from

me.

 Give clear expectations and instructions. If the expectations and instructions are met,

acknowledge the fact even though it is a small thing.

 Consistency is the key for the students. They will be confused easily if there is no
consistency from the routines.
  Model what is expected and this is a significant aspect in terms of pedagogy.

 Celebrate whenever our expectations are met with the student and the teacher!

 Put downs are not allowed in my classroom.

 Be prepared always. As Mrs. Pluymert would always say, it is okay to make mistakes

and just be prepared. Students would know if I am not prepared.

 Smile to affirm the students.

 Excitement should be visible in the learning environment.

 Teacher is not perfect so offer support from the students.

 Prepare lesson to connect with their prior knowledge so that the class has a

common ground to talk about.

 Every day is a gift and we should be delighted in each moment that is given.

2. Motivation Theory:

a. Explain key factors involved in motivating and engaging your learners.

 Connecting to the student’s interest

 Having a role for them during the lesson (Making them read off of an index card)

 Bringing in different cultures in the classroom like introducing the teacher’s culture

(South Korea).

b. Explain your position regarding intrinsic and extrinsic motivation.

 Intrinsic: It is when you are motivated to do things because you like to do it for yourself.

Nobody told you to do the work but because the topic was so interesting to you and
end up doing the work/action. For example, a student loves to read because they enjoy

storytelling what they know to others.

 Extrinsic: It is when you are motivated by a reward to do the work/action. Because you
have to achieve that certain goal, you do the work/action to arrive to that quota. For

example, reading the book to be prepared for a test.

c. How does a child’s stage of development affect how your plan?

  I have to think about how to be fair for 3rd graders, always think about fairness.

 Also, they are prone to being with their buddies most of the time. Partner work or group

work should be manageable during the learning.

 Students know that the teacher is the ultimate person to follow when they are at school.
Teacher need to be prepared so that the lesson can go smoothly. They are not perfect

but being prepared will decrease the amount of mistakes.

3. Specific Strategies to Develop a Healthy Community

a. Using the covenant, conduct, content template as a guide, record 3-5 key strategies in each

area (3 Cs) that YOU believe are vital to fostering a healthy learning environment.

Covenant

Teacher – student

 Greeting to every student every day during the morning meeting and when going home.

 Connect the lesson to the students’ interest.

 Be responsive to students. Listen!

 Smiles will assure the students that they are doing a great job!

Student – student

 Working in groups or with a partner. They love being their friends in the classroom. There
should be a good decision made whether it is manageable if they choose their own

group/partner or not.

 Give students the opportunity to share their ideas and acknowledge those ideas.

 Giving a special clap to other peers! For example, the cowboy clap is where we tap our

lap, clap and say hooray! The kids love it! ACKNOWLEDGE!

Conduct

Identify at least 2 ways you will gain whole group attention:

 Clapping rhythm
 Raise your pinky! Raise the other pinky! Wiggle your pinky!
  Whisper the instruction once and let the students work. Students will for sure ask
what the instruction was, and then the teacher will remind the students that
listening will help if they listen.
 Sh!!!!!
 Flat tire! (Teacher) Shhhhhh! (Students)
 If a student is sharing their ideas, then remind the students to put their hands
down and listen.
Strategies you intend to use to redirect individual students:
 If the student is distracting, teacher will ask “Are you distracting or listening?”
 If a student is blurting, stop a minute and remind them to raise their hands if
they have something to say.
 When sharing ideas, they are expected to use Volume 3, the power presenter
voice.
 Stay with us! With an encouraging smile – which means “This is going to be
good–don’t miss out!”
 Ask problem solving prompts like instead of saying “spit the gum!” say “What is
the rule about chewing gum?”
 Approach the students and redirect the students by going to another student in
saying a positive note.
Content

 Going to the bathroom: Knocking signal from the student and the teacher replies
back with the same signal or nod.
 Students will be using the laptops to work on their learning process.

 Home bulletin going through the teacher to the parents.

c. Evaluate your plan to see that you have strategies in place that will help your students self-

regulate.

 I am starting to gain the idea that it is all about students have to self-regulate on what
has to happen. Some of the plans that I have in the 3C’s could be used to help the

students regulate their thoughts. I am going off to a good start about thinking the self-
regulation by the students.
4. Responses to Breakdowns in the Community:

a. How will you respond when your students do not meet the expectations in your classroom?

1. Ask the student what happened with the situation that just happened. This will make the

student time to think about the situation.

2. Remind the students with the expectations again to think what went wrong.

3. Be consistent and firm when the expectations are not met.

4. Consequences

5. When the students are being rowdy in the hallway, teacher will take away some time
during recess to practice the expectations that should be followed in the hallway. Teacher
should also remind that we do this to respect the other class who are in classes who are

learning.

6. If the student made bad choices and a bad consequence happened like the food that the
other student was holding fell on the ground, they will be the one to clean up. If these

kinds of choices are made consequently by the student, they will lose recess.

7. Slip of paper where the student has to tick whenever they have made bad choices. One
tick on this slip of paper will result in 5 minutes of recess. Right before they go out for
recess after the time that they have to stay in for recess, explain why they ticked the box

on the slip. Remind them to make good choices next time.

8. One another thing the teacher can do is to have a firm moment at first and then once
the teacher thinks that the explanation and reminder of the expectations are synced in to

the student and then move on like before the situation happened.

b. Do your responses encourage restoration when there are breakdowns?

I try to make it as neutral as possible but sometimes I feel that it is difficult to come back. I still

am wondering about how I can balance between the firmness and the strictness.

c. Explain how these responses align with your goals and Christian worldview (See #1 above.)

Teacher will make the situation to be as positive as possible but as I have said, I still need to think
about what is to being firm and strict. Everything should find a balance and regulating the

student to think about what is right and making good choices to make their thoughts about what
is right into their actions and words. It is okay to make mistakes and it is just the way how you

see the outcomes. Everything has a reason!

5. Reflection on the Effectiveness of Your Management Plan:

1. In which area (covenant, content, and conduct management) are you the most effective? Which
area do you need to work at strengthening in your classroom?

I am effective in the covenant management where I get along with the kids really well. I think it is
because I had so much experience with the kids where I went to summer camps and interacting

with many kids at the church.

However, I need to work at strengthening the conduct management. I still have students who
blurt during my lesson. I still need to be confident in giving those ques that we need to remind

ourselves with the expectations. Part of this is where I have a low confidence level in using English
as my second language. If I could boost up my English, I would have a more effective classroom

management.

2. Did you find your responses to breakdowns effective? Why? Or why not?

I think it was effective because I saw students self-regulating when I started with asking questions

instead of telling them what went wrong. Also, giving them the slip of paper made them take

ownership of their actions. They knew that one tick mark equals 5 minutes into recess. When the
expectations are broken, the teacher is not to cover up but instead give them choices to make the

situation better.

3. What is your plan for furthering your development in one or more areas of management?

If there is a chance in the future, I would go to the other classroom to observe in a different

setting. That way, it will give me more ideas to develop my classroom management. Every bit of
the classroom planning starts with the teacher and then the students make most of the decisions

in their learning by taking ownership of their choices and learning.