Danielle Cipolla                                                               


                                           Mrs. Cipolla


         I would like to take this opportunity to tell you a little about myself. I grew up in East Brunswick and I now live in Monroe.  I received my Bachelor of Arts Degree from Kean University both in Elementary Education and Psychology. Also, I am a certified Special Education teacher trained in Orton Gillingham. I am certified to teach children from Kindergarten through Eighth grade. I love teaching first grade at Mill Lake School.  I have taught in the South Brunswick School district both First grade and Fifth grade and I have substituted in East Brunswick's school district too. Throughout my college career, I have taught and observed classes located in suburban and urban towns. I have taught preschool children and have surrounded myself with children my whole life. I have a son who is 10 and a daughter who is 14.  I am a positive, nurturing, warm-hearted individual. I love knowing that I am making a difference in the world we live in.  I assure you that your child will be taught with the newest and greatest teaching strategies. Your child will be walking out of First Grade with the confidence of knowing how to read. He/She will amaze you with things that they have learned. 


    Here are some theories I do follow in the classroom.     


    “Effective teachers manage a classroom; Ineffective teachers discipline their classrooms” ( Harry Wong, 83). There are a few different approaches that I feel organize students, space, time and materials so that instruction in content and student learning can take place. The two most important ideas I  follow are to foster student involvement and cooperation in all classroom activities and to establish a productive working environment. There are four characteristics needed in the classroom in order to have a well-managed classroom. These include having: students involved in their work, students knowing what to expect, little confusion in the classroom and a positive climate in the classroom. Some of the theories of classroom management that I follow are “Student -Center Approach,” “Moderate Approach” and “Assertive Discipline Approach.”

                The “Student- Centered Approach” encourages students to be independent. Independence is an important quality for a child to learn at an early age. It is a democratic approach where I  share control and decision making with the class. For example, in the beginning of the school year, the students will have the opportunity to help me prepare rules for the rest of the year. As the teacher I encourage group initiatives, delegate responsibility of behavior to the class and work towards establishment of mutual goals. A “Student- Centered Approach” hinges on understanding the problem in behavior. I clarify the source of the problem, listen to what may be the real problem or message, encourage students to speak openly about the problem and allow children to change behavior as opposed to reinforcing accusations. Another important class management technique is to mirror students by feedback through: clarifying, promoting inquiry, discussion, questioning, exploring a student’s feelings and giving students the freedom to think for themselves.

                 The “Moderate Approach,” is put forth by Glasser, who believes in power sharing classroom meetings to deal with any issues including behavior, discipline; it is a mixture of an interaction and humanistic approach. The students need to have a sense of belonging, they need to feel important and they need to have fun and experience freedom. The students need to realize for themselves that inappropriate behavior affects not only themselves but those around them as well. I make use of positive encouragement and attention to students who do accept rules and display acceptable behavior.    

                On the other hand, Lee Canter’s “Assertive Discipline Approach” is another classroom management approach I value. The key ideas to this theory is that I  insist and expect responsible behavior from my students, maintain adequate discipline and make clear that both students and I have rights. I give my students clear indication of the rules, remind them of the rules, indicate consequences, establish a positive discipline system and use positive consequences as opposed to negative. As an assertive teacher, I remind students about rules and indicate what should be done. The main focus of Canter’s model is on assertively insisting on proper behavior from students, with well-organized procedures for following through when they do not exhibit such behavior.

                A well- managed classroom is a task-orientated environment where students know what is expected of them and how to succeed. I believe it is my responsibility as the teacher to manage my class to see that a task- orientated and predictable environment has been established. The “Student- Center Approach,”  “Moderate Approach” and “The Assertive Discipline Approach,” all have techniques that enable me to have the most control over my classroom.