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Sareeta Lopez
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philosophy of teaching, and trust is a major part of respect. Treating students with respect is the
best way to establish a positive learning environment and positive teacher-student relationships.
The teacher must shift responsibility to students and relinquish some control so that students can
truly explore and learn more. The teacher should be someone to respect not because they are an
authority not to be questioned, but because they are a person much like the student is, and though
they do not know all they are not an expert, but a facilitator respect comes from the
positive relationship between the student and teacher.
Knowing that I cannot change the system alone, and that it would be a long journey to
this type of change for public school systems, as an individual teacher I work to shape my
classroom around these ideals. I work to provide as much choice as possible to students in my
own classroom, as much opportunity for ownership of their work, and I adapt so that students
can learn what they are interested in. I share myself with my students, and though I am
professional, I allow myself to interact with students on a more personal level as well.
Overall, I attempt to create an atmosphere in my classroom where students have the most
freedom and responsibility as they can. Ayers states that teachers should identify with students:
the teachers approach is solidarity, not service (Ayers, 2006, p. 273). For example, as Ayers
suggests, simply letting students know that they can eat if they are hungry, wear their hats, or
chew gum as long as they clean up after themselves (p. 271) if these are in adherence with
school rules lets students know that they are trusted. Allowing students responsibility and
stepping away from the dizzying pose of authority (p. 273) as a teacher not only gives students
freedom, but establishes a relationship with the teacher that helps maintain a positive learning
environment. Small steps like these help establish the environment I seek to create in a system
that is not so open-minded as of yet: an environment, based on trust, with the freedom necessary
for students to learn about and develop themselves.
References
Ayers, W. (2006). The hope and practice of teaching. Journal of Teacher Education, 57(3),
269-277. doi: 10.1177/0022487105285891
Conrad, D. (2005). Rethinking at-risk in drama education: beyond prescribed roles. Research in
Drama Education: The Journal of Applied Theatre and Performance, 10(1), 27-41. doi:
10.1080/13569780500053114
Lillard, A. S. (2005). Montessori: The science behind the genius. New York; Oxford: Oxford
University Press. Retrieved from http://www.myilibrary.com?ID=53429
Parsonson, Dr. Barry S. (2012). Evidence-based classroom behaviour management strategies.
Kairaranga. 13(1), 16-23. Retrieved from: http://eric.ed.gov/?id=EJ976654