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  Read the posts of the peers and respond to the posts below When responding, seek clarification, share your personal experiences that relate to their experiences, and provide feedback. first post  After carefully looking at the figure and I see my current classroom as a conductor classroom.  A conductor classroom is defined as “Teacher as orchestrator and a focal point. The primary goals are to promote efficiency and clarity of expectations.” When I begin a semester, I have a clear expectation for each student in my classroom, I know what result I want to get from each one at the end of the semester. One example I have as a teacher who has a conductor classroom, I set up steps that they must all go through throughout the whole semester.  I have a vision and I share the vision with each, I have a notebook where they have an agenda of the work necessary and how I want each project and presentation to be delivered to me as their teacher.  I have firm control of the class, but at the same time I leave space for them to show their learning is taking place by expressing their thoughts and feelings and gives examples or stories related to the classroom lessons. My class students are given constant praises and I don’t let them give up or just settle, I make sure the idea or lesson is well understood before moving on.  I organize my class so that all my students are able to get something from every lesson and are learning to the best of their knowledge. My classroom philosophy may not work for every teacher, but it has worked for me and I have seen my students leave my class and prepare for a higher level of class, I believe that a teacher must have a classroom that is based on a conductor classroom as shown in the figure and this gives the teacher total control of material and how learning should be occurring.  Arranging activities from morning to afternoon and have it all come together at the end of the day.  Second post  Without a doubt, I believe that my style is that of a conductor, although I feel like my district is trying to get our staff to be more like facilitators. We have adopted Readers and Writers Workshop through Teachers College which inspires students to have a lot more ownership of their learning. Both programs start with mini-lessons and then students go off in pairs and apply what they’ve learned to their writing or reading. Admittedly I have found this quite challenging as I fare better at whole class activities, but I recognize the importance of this kind of teaching and learning. I am a singer and I infuse songs within the curriculum mainly for transitions, but often to reinforce whatever skill I am teaching. In my classroom we use tables and my children share their materials in a center caddy. I built privacy partitions for when they are taking exams. As incentive (and after doing some reading, I am not sure this is celebrated), I award different tables tallies for being good students and friends. At the end of the week whichever table has the most tallies will have lunch with me in the classroom known as Take-in Tuesday. It gives me an opportunity to get to know the kids on a more personal level. What I learn from these luncheons help when I am coaching them for writing topics or non-fiction reading choices. I always make sure that every child in my room participates. As I said I would like to move towards more of a facilitator and less of a conductor.  

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