Teacher Identity
Contact:
224.628.3406
aeluc@butler.edu
anastasia.luc@gmail.com
LinkedIn: www.linkedin.com/in/anastasialuc
Fall 2014 - This is a mural my students made during Art Specials. Seeing one of my students say that I'm a hero made me speechless. Above all, I want my students to see me as a mentor and a friend to trust, and that is my main goal with my behavior management.
The Classroom Atmosphere
Education is engineered through the love and care of strong classroom communities
Laurie Frank once said, "Imagine a classroom where students and teachers are partners in learning. Students are not simply engaged in the learning process, but excited about it." In my classroom, I believe that the most valuable learning that occurs is when the teacher and the student learn together. However, if the teacher isn't comfortable with a behavior management system, then the classroom atmosphere will hinder rich learning that could evolve if the teacher were confident with a behavior management system. This is why I love evaluating my own behavior management system in connection with Frank's quote. When the teacher is confident with a system of behavior management, the classroom will thrive because the teacher and students will have the freedom and understanding to thrive together as learners.
In my future classroom, I plan to support my students through a variety of methods. I aim to use positive behavior management systems to support my students developmentally. One method that I know that I will utilize each year is the creation of classroom agreements. I plan to have these agreements thought up by the entire classroom community so we all have a common ground on what actions are appropriate and helpful on a daily basis. As I see this to be an incredibly key component of my classroom well-being and disposition, I have created a list of agreements for myself as I utilize different behavior management systems in my classroom.
Spring 2015 - Smooth and confident behavior management led me to have a successful lesson when teaching my students the purpose of a Venn diagram when comparing books.
Ms. Luc's Behavior Management Agreements
Provide my students with a safe and supportive atmosphere to express who they are as learners
Give my students direct and specific feedback to help them evaluate their choices critically
Support the choices children make in a manner that recognizes where they are developmentally
Provide equitable opportunities for all children to succeed as confident and happy learners
Spring 2015 - I always want to consider who my students are, and how I can support where they are developmentally, and in an equitable fashion. Here, I am working one-on-one with a student to provide extra support during our free choice
What are some behavior management practices you might find in Ms. Luc's classroom?
Classroom Cash: One may find a classroom cash management system in my classroom. When students make choices that support the classroom atmoshpere, and that are respectful to those around them, they can earn 'bonus bucks' that can be spent towards rewards. These rewards can be lunch with the teacher, or being a "teacher helper" during a recess to help another teacher in the building. I love this system because it is indivudal for each student, and celebrates the different ways students present who they are as role models.
Classroom Marble Jar: I also like to have at least one management system that is guided by the class disposition as a whole community. When the class is working together to show supportive and respectful behavior to those around them, such as staying responsive during a fire drill, keeping voices off in the hallway, and offering respectful critique during partner work stations, the class can earn a marble. Together, the class works towards a goal that is agreed upon prior to working towards it.
Watch this video to hear more about what my behavior management agreements mean to me
Spring 2015 - I want my students to have the confidence to collaborate with each other, and make choices that are helpful to the well-being of the classroom.
"Imagine a classroom where students and teachers are partners in learning. Students are not simply engaged in the learning process, but excited about it."
-Laurie Frank