Running Head: RESPECT REFLECTION

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Respect Reflection Deanna M. Clark Loyola Marymount University

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Rule #3: Respect yourself; Respect others; respect our school! These words are declared daily as part of the third grade morning routine, but their influence extends far beyond this short recitation. Though simple, this classroom rule covers a wide range of expectations of respect. Through a respect of self, respect of others, and a respect of our surrounding environment, we can truly create a space where people feel safe, appreciated, productive, and happy. From the moment my students enter my classroom on the first day of school, a culture of respect is instilled and enforced both through explicit lessons and through implicit words and actions. Just as with a math or language arts lesson that is structured in an I do, we do, you do format, teaching respect must begin with the teachers modeling of expected words and actions. To create a sense of trust and community in the classroom I must demonstrate respect towards my students, acknowledging that I am able to learn just as much from them as they may from me, and approaching our roles in a non-hierarchical way. There are many simple but significant actions that I take each day to both show my students that I respect them, and to model behaviors that I hope for them to use with others. I begin each morning by greeting students at the door, as they use their fingers to show me how their morning has been. I ask students about their days, their families, and other events in their lives. I make a conscious effort never to brush aside a student who wishes to speak to me, no matter what else is happening in the classroom. I incorporate the interests, hobbies, and cultures of all students into daily learning, whether in the form of word problems, fluency passages, or research topics. In addition to focusing on my own demonstration of respect, I must provide opportunities in the form of conversations, routines, and lessons for the students to practice their own respectful thoughts and actions. The first part of our classroom rule states the importance in respecting ones self. I create a culture of self-respect within my classroom by establishing a sense of belonging, providing opportunities for students to demonstrate competence, allowing for independence, and giving students clear chances to be of value to others through acts of respect (Lee, 2013). I aim to empower students to speak up for themselves, proudly share their opinions, and become comfortable with making mistakes. Each day, I encourage my students to evaluate and reflect on their own choices, keeping track of this in their agenda each day. I positively encourage them to do their best work, and push them to reach their highest potential. I provide students with opportunities to first succeed, and then to appreciate their success and hard work. I teach my students to use

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I statements, enabling them to express their feelings in a healthy way. I also immediately take action with students who are doing things that show a lack of self-respect using the classroom behavior management system. A strong focus on physical, mental, and spiritual health, in addition to personal responsibility, allows students to develop a sense of selfrespect, which can foster an ability to share respect with others in turn. Students must also learn to respect others, regardless of age, race, gender, or socioeconomic status. It is my hope that by teaching my students to do this in my classroom, that they will carry this learning into the larger society, thus helping to Build a society that is free of prejudice, hatred, racism, sexism, homophobia, lingualism, ableism, and all forms of discrimination (Loyola Marymount University Department of Education, 2009). We begin the year by doing a variety of community building activities, which encourage students to learn and care about their classmates. By increasing ones knowledge of a person, or group of people, respect often follows naturally. My students therefore do many partner and group activities, are encouraged to help each other with work, and are positively reinforced when they autonomously show care and respect towards classmates. Dialogue is often used to mediate conflict before other disciplinary action is taken. Students are able to write Praise Notes to their classmates as a way to acknowledge and compliment others in a safe and structured way. This focus on respect through learning and caring about others extends beyond our isolated classroom. My students learn about other cultures and ways of life in the United States and the world through formal lessons and informal conversation. Our Christmas Around the World unit, Day of the Dead project, folktale unit, and Martin Luther King Jr. lesson are all examples of an implementation of a culturally responsive pedagogy [that engages] students funds of knowledge in classroom materials, curriculum, and instructional activities (LMU Department of Education, 2009). Students who have diverse backgrounds are encouraged to proudly share these with the class, in order for all of us, including the teacher, to learn and grow. Finally, it is highly important that my students not only respect themselves and those around them, but also other living things, property, and the environment. This manifests in my classroom through modeling, clear expectations for students, and lessons focused on different environmental factors, such as using renewable energy. At the beginning of the year, my classroom is organized and labeled in order for students to take responsibility cleaning up their messes and keeping the space neat. They are expected to

RESPECT REFLECTION not only clean up after themselves, but to take initiative in cleaning up anonymous

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messes. In addition to respecting the items and the space within our classroom, we always stop to pick up trash outside, even if it does not belong to us. I partake in these activities as well to show my students that this behavior is part of being a good member of society, rather than something done by rule. It is my hope that through a consistent focus on the necessity of respect, that my students will incorporate respectful behavior into all aspects of their lives, even once leaving my classroom. I believe that the development of a worldview based on respect can create a harmonious space centered on love of self, love of others, and love of our world. It is my job as an educator to both show students respect, and to provide clear opportunities, structures, and funds of knowledge, which allow them to cultivate their own respectful outlook and practice. I must instill in them, through intentional words and actions, in addition to careful lesson planning and classroom structure, the implicit and true belief that all people and things deserve to be treated with love, compassion, and respect.

RESPECT REFLECTION References

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Lee, S. (2013). The problem with punishment. Reclaiming Children & Youth, 21(4), 51-54. Retrieved from http://electra.lmu.edu:4728/ehost/pdfviewer/pdfviewer?sid= 2ac6fca9 -31a1-4cec-b73bec48c599dd32%40sessionmgr113& vid=11&hid=107 Loyola Marymount University Department of Education (2009). Conceptual Framework. Retrieved from http://www.lmu.edu/asset5375.aspx