Philosophy of Classroom Management

Philosophy of Classroom Management

What do you understand and believe about how students learn?

I believe that students learn more effectively whenever teachers use a constructivist nature to learning. Through constructivist learning, students receive knowledge through experience instead of it being given to them. In this type of classroom students are constructing and adjusting their own knowledge. A constructivist classroom uses real life experience to construct knowledge. It creates and molds students to be self-directed, interpersonal, having naturalistic intelligence, creative, and innovative amongst all other things. Instead of teacher based lectures students learn better through the use of hands-on, discovery, collaboration, experimentation, and project based learning. Real learning emphasizes knowledge construction instead of knowledge reproduction. Students therefore, become innovative and creative through construction of new knowledge. The role of the teacher in a constructivist classroom is to mentor the students through the use of quested learning and encourages students to problem-solve. Here students are encouraged thoughtful reflection on their learning experience. Contradictory, to most average classrooms the student in this type of classroom is looking for the answer rather that it be given to them. Students consequently learn better when they use creativity and originality to come across learning. Insight in the classroom is better understood when it occurs through discovery, exploration, and real world experiences. It is important and necessary for the student to be involved in the learning process. Instructors are to be facilitators rather than teachers, allowing the student to come across their understand...

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...e internally motivated have higher levels of creativity, achievement, long term well-being, & comprehension. Those that are externally motivated towards school will less likely engage one outside motivation is removed.

Extrinisic rewards can have detrimental effects on existing instrinsic motivation on students. For example, it is believed that when teachers use external motivation to motivate students on a task, those students who were once engaged and internally motivated will most likely loss interest and become externally motivated. External motivation can sometimes be positive when used correctly, for example, positive reinforcement can aid students who are struggling and need positive feedback to increase feelings of competency and motivation. External motivation is not used properly if it is manipulative or controlling when used in classroom management.