Victoria Arbelaez

EDE 4504

Nov 26, 2023

Assignment 3

At the school where I am interning, the majority of our school's population is made up of

African-American children. The classroom I am in specifically is made up of 80% African-

Americans and 20% Hispanic or Latino. We also have a 50/50 split of boys and girls in the

classroom. This even split does not necessarily affect the dynamics and behaviors as much as I

thought it would. The majority of my students receive tier 3 interventions, except for about three

students who receive tier 2 interventions. With various behaviors in the class, my students are

grouped into quad tables, with an even mix of girls and boys per table. Five of my students have

IEPs and receive individual services the ESE teacher provides daily.

When I spent time getting to know each student, I found that each child is unique, enjoys

different things, and has a different home environment. When doing the seating chart data

collection, I found that my students were seated in ways that best fit their learning needs and

limited their distractions. Sheehy Elementary has a mission that includes equipping students

with the knowledge and skills that they need to survive in our always-changing world. Sheehy

has a motto to empower great students, and they remind them of this power daily.

In my classroom, the student's learning environment is very open and engaging.

Students have the ability to sit in a group setting while being taught direct instruction from the

center of the room via the teacher on an intelligent whiteboard. The students have the

opportunity to move around the room to a different area to work, such as the carpet, back

tables, or computer tables, when doing independent work. The moderately filled wall space

allows the students to focus without too much going on and, at the same time, be reminded of

the critical terms or topics. In the classroom, My CT has her desk with four extra chairs around
her U-shaped table to work with small groups. Students are trusted with being allowed to get up

if they need any extra materials from the shelves around the room. Overall, the classroom

meets each student’s psychological and physical needs, allowing them fair access around the

room. The way a classroom is set up is essential to note and can serve as a good reminder that

the organization of a classroom and the learning materials matter.

Many of my students have similar needs regarding academics, but the majority of them

are off-grade level. At the beginning of the school year, more than half of the students come in

at an expected age level of 8, with a handful of 9-year-olds. According to Clayton & Forton, each

child at their age has their own needs and interests. Where an eight-year-old can excel or enjoy

a task, a nine-year-old could be the complete opposite. 8-year-olds like to work in groups, which

makes sense in how my classroom is set up. When I look back at the data from my class's

demographics, I notice that my CT intentionally set up these table groups by age and gender.

So far, this works for her, and she adjusts as needed based on her student’s behavior. My CT

also sets up her students with IEPs or a behavior management plan, usually closer to her or the

board, so that they can focus better.

The school that I’m at focuses on students who need to make gains to help their scores.

With this focus, they have a designated group of teachers who alternate with the pull-out and

push-in methods to help students who need additional interventions. I have explicitly noticed

that when my set students who get pulled out daily return from their time with the ESE teacher,

my CT doesn’t expect them to jump into the middle of the lesson. Instead, she has them work

on what they are doing by utilizing the computers to do the read-aloud versions of the text the

class reads based on each student’s accommodation. My class focuses on passing the end-of-

the-year 3rd-grade state test, determining whether they move on to the next grade. This puts

pressure on the students. As mentioned, the majority of the class is below grade level. In this

aspect, students shouldn’t fear the test, but instead, we as teachers should find a way to
communicate the importance and reality. To help with the fear of the test, the students are

exposed to practice questions and methods that closely resemble the test at the end of the year.

The learning environment in my classroom is carefully crafted to support the diverse

needs of the students. The open and engaging setup, with flexible seating options and the use

of an intelligent whiteboard for direct instruction, caters to different learning styles. The

availability of various work areas, such as the carpet, back tables, and computer tables, allows

students to choose spaces that suit their preferences and enhance concentration during

independent work. The moderate wall space balances minimizing distractions and providing

essential visual cues. The arrangement of students into quad tables, considering their learning

needs and limiting distractions, reflects a thoughtful approach to seating. My CT ensures that

students with IEPs or behavior management plans are strategically placed for better focus.

However, it is crucial to continually assess the effectiveness of these arrangements and

interventions through tools like the Hierarchy of Interventions data collection tool and doing the

routines.

I believe in fostering a classroom environment that prioritizes positive relationships,

shared responsibility, and student engagement. In practice, this would manifest as a strong

sense of community within the classroom, where students are actively involved in decision-

making processes and encouraged to take responsibility for their actions through self-reflection.

Linda Albert's emphasis on "The Three C's" aligns with my belief that students can develop self-

regulation skills when provided with opportunities for self-reflection and empowerment. The

Three C's is "helping students see themselves as capable, connected with others, and

contributing members of the class."(Charles, 2002, p.72). In my class, students can work

together in groups to help inspire deeper critical thinking and engage in collaboration. Enacting

these beliefs in the classroom involve collaborative rule-setting, promoting a culture of respect,

and creating an atmosphere that values open communication with my students. As a result of

implementing Albert's Cooperative Discipline, my students exhibit increased self-discipline,

responsibility, and a positive attitude toward learning as they become active participants in

shaping their classroom environment.

In parallel, drawing inspiration from Lee and Marlene Canter's Assertive Discipline

model, I believe in advocating for a structured and consistent approach to classroom

management. Implementing the Assertive Discipline model would involve myself or my CT

setting clear expectations and consequences and focusing on positive reinforcement for desired

behavior. "Assertive discipline wants the teacher to anticipate that students will break the rules;

this is part of the job of teaching - it will occur- so plan."(Charles, 2002, p.82). This approach

aligns with my belief in creating a well-managed and orderly learning space and the teacher

being flexible and prepared. Enacting these principles in the classroom would include

establishing explicit rules, consistently applying consequences for both positive and negative

behaviors, and incorporating positive reinforcement strategies. For example, if a child in my

class is being disruptive, I can use a nonverbal approach like proximity interference or touch

interference that will allow me to eliminate the behavior without interrupting the instruction.

Canter's model suggests that with this structured approach, teachers can expect reduced

disruptive behaviors, improved classroom order, and enhanced teacher-student relationships.

Students may demonstrate a better understanding of behavioral expectations, leading to a more

conducive learning environment.

In summary, integrating aspects of Cooperative Discipline and Assertive Discipline into

my teaching philosophy involve creating a positive and respectful community within the

classroom while maintaining a structured and consistent approach to behavior management. I

have seen outcomes of actively engaged students, taking responsibility for their behavior, and

contributing to a positive and focused classroom atmosphere, aligning with the theories and

principles of Linda Albert, Lee, and Marlene Canter.

 The alignment between my philosophy, as outlined in my actions in the learning

environment, is evident in several key aspects. In the classroom, I am prioritizing creating an

open and engaging learning space that caters to the diverse needs of my students by offering a

relaxed environment that fits the needs of each learner. The flexible seating options, various

work areas, and thoughtful seating arrangements align with my belief in accommodating

different learning styles and needs. For example, the quad tables and strategic placement of

students with IEPs or behavior management plans reflect my commitment to providing fair

access and minimizing distractions.

Furthermore, the emphasis on getting to know each student individually and conducting

seating chart data collection demonstrates a proactive approach to tailoring the learning

environment to their unique needs, which resonates with the principles of Cooperative

Discipline. I have observed my cooperating teacher (CT) implementing similar strategies,

aligning with the cooperative and inclusive philosophy advocated by Linda Albert such as

allowing the class to create their own rules as a group.

In terms of impact on my students, my actions could have been more impactful than I

wanted as I think I had alot of behaviors to manage while my CT lead instruction. Some

positives I found was that the classroom environment at my school has influenced the students

positively and allowed for increased ennhtytgagement and a sense of ownership in their

learning. The seating arrangements and interventions have also resulted in better focus, as I

have found in my observations and routine enactments. Academically, the alignment between

philosophy and enactment is reflected in the effort to meet students where they are in terms of

age and academic level, all students to join in cooperative learning, and students being

responsible for their behaviors. The intentional grouping by age and gender aligns with

acknowledging developmental differences based on age, as discussed in Clayton & Forton.

While many students are off-grade level, the classroom setup supports collaboration and group

work, fostering a positive social environment. However, there is room for improvement.
Integrating Cooperative Discipline and Assertive Discipline in my philosophy aligns well with my

aspirations for a positive and structured learning environment. Still, continuous assessment was

necessary to ensure ongoing effectiveness, as suggested by the Hierarchy of Interventions data

I collected. Additionally, while the positive impact is evident, it is essential to consider potential

areas for change or improvement based on the evolving needs of the students.

In conclusion, the alignment between philosophy and enactment is apparent in crafting

an open, engaging, and inclusive learning environment. Positive impacts on student

engagement, behavior, and academic progress validate the effectiveness of the implemented

strategies. Continuous reflection, data collection, and responsiveness to student needs will

guide future adjustments further to strengthen the alignment and impact in the learning

environment.

Resources

Charles, C. M. Linda Albert's 'Cooperative Discipline.' In Building Classroom Discipline. Boston.

Allyn and Bacon. 2002. Ch. 5. pp. 72.

Charles, C. M. Lee, and Marlene Canter's 'Assertive Discipline.' In Building Classroom

Discipline. Boston. Allyn and Bacon. 2002. Ch 4. pp. 82.