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My Philosophy of Classroom Management

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Abstract

My classroom management philosophy is a constant work in progress, but based off of

personal experiences and major management theorists I have developed a basic philosophy to

guide me through student teaching and the early years as a teacher. The core principles of my

philosophy are rooted in establishing a classroom community and mutual respect between

students and the teacher. The following essay outlines the theorists that have impacted my

philosophy as well as ways I plan to implement my management philosophy.

The foundation of an effective classroom is a strong, supportive classroom management

plan. The first hurdle many new teachers have to overcome is the ability to maintain control of

the classroom they are teaching. As I begin to develop my own management philosophy, I turn

towards management theorists to develop a plan that models an effective management style

while also reflecting my own personality. Rooted in my fundamental beliefs about students, that

all students can learn, a classroom is a community, and mutual student/teacher respect is

invaluable, I have begun to develop a unique classroom management philosophy. My philosophy

reflects the theorists Rosemary and Harry Wong, William Glasser, Alfie Kohn, and Fred Jones.

As I start my career as an educator I will turn to the studies of these theorists to continue to craft

a personal management plan.

The management of a classroom should first and foremost reflect the personality of the

teacher that leads it. I am not a stern disciplinarian, nor am I a person who is willing to be walked

all over. My management philosophy will reflect who I am. My classroom will be built on a

mutual respect between th...

... middle of paper ...

...ing my room giving minimal

time for student misbehavior. By meeting the basic needs of my students mutual respect will

develop and a learning community will be created within my classroom. Positive behavior will

be maintained through educational incentives and hierarchal, tiered discipline plan.

References

Bartel, V. B. (2005). Learning communities: beliefs embedded in content-based rituals. Early

Childhood Education Journal, 33(3), 151-154.

Charles, C.M.. Building classroom discipline. Boston: Pearson Education, 2010. Print

Malmgren, K. W., Trezek, B. J., & Paul, P. V. (2005). Models of classroom management as

applied to the secondary classroom. Clearing House, 79(1), 36-39.

Sayeski, K. L., & Brown, M. R. (2011). Developing a classroom management plan using a tiered

approach. Teaching Exceptional Children, 44(1), 8-17.
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