NBT1 Task 3.docx A.  I believe that a classroom should be a safe place for students. I want to create an environment where students can feel comfortable discussing problems and successes with me. I believe in formin
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NBT1 Task 3.docx A.  I believe that a classroom should be a safe place for students. I want to create an environment where students can feel comfortable discussing problems and successes with me. I believe in forming a connection with each student so there is a mutual feeling of respect. Being a leader in the classroom to show students my expectations and allowing them to take on roles to become leaders themselves. The Gordon Model Theory supports my philosophy because the model is centered around developing positive relationships with students. Active listening with understanding and acceptance is a large part in maintaining open and honest communication in the model. The theory also focuses on I-Messages to help convey feelings so that students can adjust behavior because of the respect that has been formed (Gordon, 2016). B. Classroom expectations 1.Have an open mind during class discussions. 2.Take responsibility for your actions. 3.Respect yourself, your classmates, and the teacher. Classroom Rules 1.Use polite and appropriate language. 2.Dont talk over others. 3.Be on time. 4.Be ready to learn. In order to establish these expectations and rules I would want to create a classroom contract with my students. Creating a social contract would be effective because I am able to ensure that the rules and expectations are made clear, but I am also able to build respect and have students engage by being a part of the process. A contract also gives the student ownership and mak. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . .
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