I believe that when students feel comfortable, whether with a teacher or simply in a setting, they will learn much more quickly. So I think it's extremely important to create a safe and comfortable environment for students. Because of the “casual” atmosphere, I think my model of discipline would fall under constructivism. The reason is that I believe that students should be able to learn in a way that is relevant to their lives today. Students will retain the information they have learned much better if they are able to relate that information to some aspect of their lives. The other key aspect of this construct is that students must sometimes be allowed to find their own meaning; this will allow them to connect the information even better than if the teacher directed them to make the connections. Reading and writing become a crucial element when attempting to employ this type of learning. The question then becomes: “How does this type of learning take place?” I believe that if the classroom atmosphere is that of a community of learners, then students will be able to find their own meaning, help others to that end, and then see how this type of The learning was beneficial to them. I believe the site's backers explain this idea best when they say that "learning is a search for meaning." Therefore, learning must begin with the questions around which students actively attempt to construct meaning” (Constructivism). During the years a child is in school, they are, in my opinion, most actively trying to make sense of their daily life. This is very clearly linked to the fact that they are continually trying to find...... middle of article...... Works Cited "Constructivism". Funding: Education and training for active learners. Funding. Internet. April 24, 2011. Duemer, Lee and Doug Simpson. “At the crossroads: altercations and transformations in the philosophy of education.” Journal of Philosophy and History of Education 60. (2010): 184-190. Educational research completed. EBSCO. Internet. April 13, 2011. Guilherme, Alex and W. John Morgan. "Martin Buber's philosophy of education and its implications for non-formal adult education." International Journal of Continuing Education 28.5 (2009): 565-581. Educational research completed. EBSCO. Internet. April 13, 2011.McMillan, Wendy Jayne. “‘Your goal is to understand’ – how academically successful students learn.” Teaching in Higher Education 15.1 (2010): 1-13. Educational research completed. EBSCO. Internet. April 13. 2011.