Task3.docx C572 WGU C572 SNT1-Task 3 A. My classroom management philosophy emulates the environment of my sixth-grade class in Italy. Before year six, I was a very stubborn child that never participated or follow
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Task3.docx C572 WGU C572 SNT1-Task 3 A. My classroom management philosophy emulates the environment of my sixth-grade class in Italy. Before year six, I was a very stubborn child that never participated or followed directions. My sixth-grade teacher changed me academically and emotionally for the better. Following her lead, my management philosophy will be very student-centered. I will rely on my skill of organization and ability to multitask to create an atmosphere that's vibrant, collaborative, and meets my students' needs. My philosophy of managing my classroom will require flexibility and preparation to follow my students' curiosity while presenting material and information in multiple formats allowing my various learners to connect through shared learning. My philosophy doesn't align with the traditional classroom structure; I would like it most closely to Alfie Kohn's student-directed learning. I connect with the strong statement: "Skillful educators tap students' natural curiosity and desire to become competent. In a learning environment, teachers want to help students engage with what they are doing to promote deeper understanding". (Students Don't "Work"--They Learn (*), 1997) B. The democratic approach, which involves shared decision making, is my chosen method of establishing expectations and rules in my future classroom. Students feel empowered when “deciding on group norms, or agreements, right from the get-go will give each student a voice and provide ac. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . .
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