My Philosophy of Classroom Management

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A. Theoretical Introduction

My philosophy of classroom management is that the management of elementary classrooms require several things. Among patience, determination and motivation are: flexibility, careful planning and consistency. A well-managed classroom did not get well-managed without a teacher who planned, had a flexible vision and was determined. Any new teacher, who is asked, will say they want a classroom with as few behavioral problems as possible as well as one that is easily manageable. But any experienced teacher, who is asked, will tell those new teachers that classrooms do not come "well managed". They have to be made into well-managed classrooms. These experienced teachers would also encourage by saying that it is not easy, but that it is not impossible to have a manageable classrooms. On the other hand, they would be quick to add that all classrooms will have behavioral problems at some point or another. This is proven to be true to anyone who has been in an elementary classroom, whether they were a teacher, observer or a student themselves. But what teachers can take to comfort is that they can prepare themselves. The first thing that is needed is flexibility. Being able to evolve with changing needs is something teachers need to acquire quickly. Adaptability can make or break classroom climate. A teacher who is not flexible and wants things one way, will find themselves in a power struggle that will be hard to reverse. Also, the negativity will build up and make teaching unpleasant for the teacher and learning unpleasant for the students. Being able to "go with the flow" will help teachers tremendously. The second thing needed for classroom management is careful planning. Now this d...

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...with that, I want to be considered their favorite elementary teacher, or at least one they remember fondly. I still remember my 1st/2nd grade teacher, Miss Dalberg. She was the one that planted the idea of becoming a teacher into my head. Back then, I wanted to be a teacher because it simply looked fun. Decorating the classroom, grading papers and getting candy from every student on every holiday did it for me. I was going to become a teacher! Of course, that delirious point of view was from an eight-year-old perspective and eventually wore off. Miss Dalberg was my favorite teacher of elementary school. At the very least she made learning fun and instilled in me the interest to be a teacher.

In essence, I would like my classroom reality consisting of responsible students that feel they are a team and who work together to reach their potential and goals.

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