OUR CLASS DOJO
Management Philosophy
By Kayla Dimalanta
“Good morning, Lily! Good morning, Simrat! Good morning, Angel!” An enthusiastic smile and firm handshake welcome each child as they enter the classroom. “Good morning, Ms. Dimalanta!” the young students reply cheerfully. They place their backpacks in cubbies and make their way to their desks, where they quietly begin their morning work. Once every child has been greeted at the door, the teacher takes her seat at her desk and takes attendance. She smiles to herself because the sun is shining, the day is new, and best of all, her students are learning.
This idyllic picture of a smooth-running classroom does not have to be a fantasy. With a thoroughly designed and executed management plan in place, it is a real possibility. As an educator, I strive to create a positive, safe environment for children to learn and grow as students and as individuals. Procedures will allow me to do exactly that. As Harry and Rosemary Wong write, “Students who know what to do in the classroom produce results; results produce learning and achievement” (Wong & Wong, 60). I will actively communicate with my class what I expect from them and how to meet those expectations.
Beginning the first day of school, I will establish a culture of consistency by clearly instructing classroom procedures, allowing opportunities to rehearse these processes, and reinforcing them until they become routine. Students will learn to how to enter the classroom quietly, ask to go to the bathroom using a hand signal, and turn in their completed work. I will teach them to begin morning work immediately upon arrival, turn off their voices when I hold my thumb up, and complete their classroom job duties. The more my students understand these procedures, the more they can focus on learning content and listening to instruction.
It is crucial to acknowledge that the effectiveness of my teaching hinges on how I teach. I promise to use a vocabulary of non-judgmental reinforcing, reminding, and redirecting language. I pledge to be on the lookout for positive behaviors and to focus on the action—not a child’s ability—especially when addressing behavioral issues. I vow to seek to understand my students by moving past the single story and interact with them gracefully, as I hope they will treat me when I inevitably make mistakes.
Above all, I promise to remember that “a child only has one childhood” (Wong & Wong, 298) and that my role as an elementary teacher has monumental potential to create a lasting impact in the lives of young students. That is one opportunity I do not plan to take for granted.
References
Wong, H., & Wong, R. (2014). THE Classroom Management Book. Mountain View, California: Harry K. Wong Publications.