Hello!
My name is Emily Kollbaum. I am a secondary level English and Theatre teacher. I believe that as a teacher I am a “warm-demanding authoritative” teacher (Weinstein, Novodvorsky, 2015, 6). Teaching this way will allow me to maintain successful and positive student-teacher relationships, create a positive learning environment, and have an overall respect centered classroom. An example teacher, Fred, from Weinstein and Novodvorsky’s textbook states, “I believe real teachers are cultivators. They nurture the seeds of wisdom in their students by helping them become independent, eager learners who combine experience and knowledge with the genuine concern for others that give life its meaning” (2015, 11). This sums up my thoughts on how I want to be in the classroom. However, I also believe that there are so many parts that must go into being an educator. There is not one mold that you can simply fill to become a teacher. This is visual representation of what I believe are aspects and traits of a good classroom organizer and leader.
Attributes of a Good Classroom Leader
I also believe in having an open classroom with flexible seating. This is because I feel that it covers the basic needs of every student in the classroom. These basic needs and functions of the classroom are “security and shelter, social contact, symbolic identification, task instrumentality, pleasure, and growth” (Weinstein, Novodvorsky, 2015, 29). The flexible seating allows for more student collaboration and a more positive and respectful environment for the students’ learning. It meets most, if not all, of the fundamental needs in the classroom. I also would like to start the semester with assigned seats and will decide whether or not assigned seating continues throughout the year based on the class dynamic. I have a spot in my classroom that would have information about me so that the students can know about my “own cultural background, experiences, and interests” (Weinstein, Novodvorsky, 2015, 38). I believe having this promotes more positive student teacher relationships. This is an example of my ideal classroom. 
For a more in depth understanding of my research on the classroom design, please look at my paper explaining my choices.
Finally, I believe in using class time as efficiently as possible right away at the beginning of the semester. A main way I plan on maximizing my teaching and instruction time is to minimize the transition time. This is just one way I would like to focus on. Weinstein and Novodvorsky point out several more such as, maintaining activity flow and holding students accountable (2015, 183). Holding students accountable is another aspect that I find extremely important. It allows for checking students’ progress, maintains good records, and allows for better communication between the teacher and students (Weinstein, Novodvorsky, 2015, 183). Activity flow is really closely related to minimizing transitional time. It makes it so the class and lessons flow continuously. It keeps the teacher on track and helps to avoid any “overdwelling and fragmentation” which will make the subject easier for the students to learn (Weinstein, Novodvorsky, 2015, 183). An example of this can be seen in a lesson plan that I analyzed the transitions that I had already written. Within the lesson plan, there are also examples of adaptations I would make for students who may need them. This is just one example of how I plan to increase the student’s learning time in my classroom. The lesson can be found here:
The analysis can be found here:
I have made several examples of what my classroom may look like in the future and of what the expectations in my class may be. An example of my classroom expectations can be found at this link:
Here is a link to an outline of what I may do my first week of school:
I hope these assignments that I completed as an education student can give you more of a glimpse into what I will be like as a teacher. I will have a continuous passion for the learning of my students and an efficiency to keep their learning going.
God’s Blessings,
Emily Kollbaum
Works Cited
Weinstein, C. S., & Novodvorsky, I. (2015). Middle and secondary classroom management: Lessons from research and practice (5th ed.). Boston: McGraw-Hill.
