CAROLYN
BEITZEL
Diary #19
A
Safe and Supportive Place to Learn
There is a student in my homeroom who has a physical need. I don't know why, but the fact is she comes to school hungry every day. If I have half a bagel or some dry cereal left on my desk, before she has even gone to her locker she always asks "Can I have that?"
At first I always said no, because they are not allowed to eat in the classrooms. But then I started to think about it when it became obvious that she was asking me every time I had food. So I started saying "yes" and then I would start to bring in extra food so I would have some left over just for her. Trying not to be obvious about it. I didn't want her to feel ashamed about her hunger.
Many of my students have emotional needs. Some are delayed emotionally, are very needy. Some cannot express their feeling accurately. Some are angry, anxious or even afraid. I have to show them by my actions and words that I care for them, that they can trust me. I have worked hard on building a comfortable rapport with my students. It is finally paying off.Other needs
The students in my school suffer from not having their intellectual needs met as well. Many are academically delayed. Almost 15% of our students have special learning needs, which leads to different teacher expectations. There are some kids I know are bored and need to be challenged. Others are over-stimulated just from the overwhelming numbers of people in the hallways.
Students also need autonomy and self-esteem. The kids in my class are on many occasions offered choices in the way they complete assignments. Sometimes it's as simple as allowing them to choose an interesting individual for a research project. They may choose to write a letter, diary, story or poem to demonstrate their learning. I give them structure and clear expectations but also opportunities to become more independent and to do more things for themselves. I want them to feel important, respected, and accepted. Using Maslow's Hierarchy of Needs as a guide (physiological, safety, belonging, self-esteem and self-actualization), I ask myself whether I can, on a daily basis:• Help my students grow from dependence to independence?I think I am coming to realize that it is not so important what you do at a specific moment. What's important to successful classroom management is the atmosphere you create and the attitude you bring.
• Help them develop self-regulating skills when I am not present?
• Teach them to handle responsibility?
• Help them problem solve and make good decisions?
• (This is a big one) Teach them how to handle their emotions appropriately?
• Distinguish between meeting their individual needs and the needs of the classroom as a whole?
Creating an atmosphere
Kids adapt to different people and environments. I want my classroom to be a safe haven and to meet their needs from the first moment they arrive. These simple steps seem easy to do, but I have to constantly check myself to ensure that I have actually done them:
• Greet the student by nameLast week I bought an inexpensive feather duster dyed bright pink. I have started to "dust them for attitude" when they get out of line. Something this simple has positively affected the attitudes of the other students in the classroom. Humor in the classroom is hard for me. I am not really funny, but I do have a fairly good wit. Sometimes the kids get it, other times they don't. I dance and sing when an "old" song is played after morning announcements. When the Pepsi commercial comes on during the Channel One News (the one with the Osbournes and the Osmonds) I tell them about how I was in love with Donny Osmond. When I was their age I had a life-size poster of Donny that hung on my closet wall, and I kissed him good night before I went to bed. I know they do the same now with Jarule and the guys from B2K. Maybe they think I am silly and weird, but also I hope they can connect me, Mrs. Beitzel the teacher, with a girl who once was their age. I keep a mini poster on the file cabinet next to my work table that reads:
• Give them a job
• Turn on the CD player when appropriate to set a tone using music
• Keep my green plants alive
• Encourage and assist
• Hang and maintain inspirational posters
• Compliment, compliment, and compliment some more
LOVE support, caring and connection
ORDER structure, routine, consistency and boundaries
SAFETY physical and psychological
INVOLVEMENT choice
FUN laughter, creativity and self-expression In small ways, I hope I am making big differences. There is much that is disturbing in our students' lives. I cannot remedy all the negatives, but I can see to it that my classroom and my attitudes do not exacerbate those problems. I can create a safe and supportive place to learn. This approach, I believe, explains why the same children act differently in various classrooms.
