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.
(2005, Charles) The premise of Assertive Discipline is that both teachers and students have the “need and right” (2005, Charles) to a caring and respectful classroom environment. Teachers are required to facilitate learning and assist students in reaching their full potential. This is accomplished by teachers clearly and confidently articulating class expectations and teaching student’s what behavior is “acceptable and unacceptable” (Marsh 2010 p233). Cooperative behavior is encouraged by “incentives and recognition” (Lyons et al., 2014) whilst unruly behaviour is managed with a “hierarchy of sanctions” (Lyons et al., 2014). Equally, teachers also have the right to facilitate learning in a proficient manner without interruptions from students and have support from administrators and parents. (Berghuis, 2005,
...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.
A critical review of Englehart, J. (2012). Five half-truths about classroom management. Clearing House, 85 (2), 70-73. This article is about the assumptions many teachers make about classroom management. Classroom management is a very personal matte to a lot of teachers and often “opportunities for better classroom management are missed by many teachers because relevant details are missing from their foundational belief system, and they assume that they are operating under a comprehensive understanding of the situation” (2012. p.70). This article focuses on five “half-truths”, or important exceptions and considerations that some teachers overlook and discusses them individually. For each of the “half-truths” the basic premise is identified, followed by the remaining reality, which is often over looked by teachers, but just as important. The five “half-truths discussed in the article are: you have to be a good manager before you can be a good teacher, different things work for different people, managing student behaviour just boils down to clearly communicating and consistently enforcing boundaries, it’s all about relationships and finally not much can be done with changing the
Casey, Dr. B. L. (2009). Creating Effective Classroom Management Strategies for Special Education Students. Bright Hub. Retrieved from http://www.brighthub.com/education/special/articles/30787.aspx
My personal philosophy of classroom management focuses on creating an environment where children feel safe and where they feel like they belong. I will create this environment for my fourth grade class through making my expectations of the students clear while developing an engaging lesson plan and personable interactions with my students. I developed my philosophy from studying different theorists and based my philosophy on the theories of Glasser and Kounin. Glasser believed that the teacher’s roll in the classroom is that of a leader rather than a boss. He believed that students should be given power in the classroom and that the teacher should share it with the students. I will use his ‘7 caring habits’ specifically supporting and respecting to help my classroom feel safe and welcoming to my students. Meeting the individual needs of my students will be the focus of my classroom management routine. I will meet individual needs by promoting self management and self efficacy in my students by creating an environment that that has predictable and consistent daily routines while focusing on my student’s successes (Shindler, 2010). Having a predictable routine will encourage a success oriented environment and will reduce anxiety and help towards creating positive self efficacy in each of my students (Shindler, 2010). In Glasser’s Choice Theory he talks about focusing on the present and not bringing up the past (Glasser, 2010). Therefore, I will focus my classroom on being goal driven and will help each student obtain their goals. Thus, helping my students have positive self efficacy. I will apply Kounin’s technique of Momentum (Pressman, 2011). This involves the teacher keeping exercises short and moving around the room a lot so...
The last bit of management comes in the miscellany of classroom events such as bathroom management, taking attendance, misbehaviors, etc… In this regard I turn to Wong’s emphasis on having procedures in place that students are well versed in via teach, rehearse, reinforce. The goal is making the students self-aware of the class environment and reacting accordingly. An example of this will be my management of bathroom breaks in which only one student at a time is allowed to leave. Once student “A” asks to use the restroom student “B” knows to wait until student “A” has returned before asking to use the restroom. This “withitness” in the classroom will be pivotal in aiding my classroom management, and will showcase a sense of harmony amongst the class.
A teacher’s approach to classroom management will vary depending on factors like psychological, education level of the student, social, cultural, overall classroom level the physical conditions of the school and organization structure. Classroom management is the first and basic step of educational administration. Classroom is a place where in is ...
Classroom management is the foundation of education at all levels. Optimal teaching and learning require an environment conducive to learning through structure, support, organization and guidelines. Classroom layout, routines and procedures as well as a carefully thought out discipline system are the core elements of my classroom management strategies. Lesson planning is also vitally important to ensuring engaged, motivated and on-task students, but even the most imaginative lesson plans can be ineffective in an unmanaged classroom. In my opinion, younger learners need more support and structure than the older students do, especially in an English as a Foreign Language (EFL) classroom where communication between the teacher and the students can be very
As the time approached, my attitude toward student-teaching was one of confidence and in some ways overconfidence. I believed that I was equipped with all of the tools necessary to be a superior teacher. Little did I know what truly goes on behind the scenes of a teacher. Between grading papers, attending meetings, and preparing lessons, I would often feel overwhelmed. Still, student teaching would prove to be much more valuable than I anticipated. It would teach me to appreciate the wisdom of mentors and experienced teachers, value or being organized and prepared, and lastly the resilience of students.
Jones, V. (1996). Classroom Management. In J. Sikula, T. Buttery, and E. Guiton (Eds.), HANDBOOK OF RESEARCH ON TEACHER EDUCATION. New York: Macmillan.
My philosophy of classroom management is characterized by a teacher-centered approach. I believe that the teacher is the leader of the classroom and should determine the learning needs of the students. To have an effective classroom management, I would begin the school year by dedicating some time in educating my students on the class rules, expectations, and consequences. I would strictly emphasize that these rules, expectations, and consequences are to create a pleasing and productive learning environment. I would use logical consequences with those students who choose not to follow the rules and expectations, and encouragement and rewards with those students who demonstrate the appropriate behavior.
There are many complexities that teachers will go through as they continue their journey of being a teacher, this is just one major difficultly in relation to class management. In order for a teacher to be able to handle this they have to be extremely determined and whiling to do anything to help their students succeed and reach their full potential.
Classroom management has the largest effect on student achievement, so students cannot learn in poorly managed classroom. Additionally, research has pointed out that the quality of teacher-student relationships is the main aspect of classroom management.(…2). Furthermore, when teachers set classroom management plan, the plan will give structure to everything from seating to lessons to grading to the relationship between students. Teachers should incorporate strategies for addressing student behavior into classroom
I try imparting into them the importance of an education and how they contribute to the growth of our society. In my classroom, I am in control. I draw a clear line between what and how much my students are allowed to do in the classroom. In the first week of school, I establish my authority and I clearly and explicitly express my classroom and outside the classroom procedures that will be followed and the rights that every student has in the classroom. Some examples, all students have the right to learn, all students have a right to be heard, and all students have a right to be respected. There are consequences for those that chose not to abide. This set the tone for my classroom environment for the entire year so, that learning may take
I believe Classroom Management is the main component in the educational setting. I believe if students are in a safe environment, then learning can take place. This doesn’t mean punishing behavior problems but rather a combination of setting the tone in a class, preventing behavior problems with interesting and engaging curriculums and effectively including all students in the classroom so that their needs are met. Having the right environment for all students to learn is my major goal of implementing good classroom management--without it the students would not be able to learn.