My Classroom Management Plan

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Classroom Management Plan

A. Theoretical Introduction

Philosophy of Classroom Management

What a thing – a classroom. Children begin their training for participation in the classroom environment from age five or sooner. By the time they reach high school they have not only expectations of what their classroom environment should be like but also of the teachers and how they and other students behave. For six to eight hours a day their school and teachers are home. And yet as teachers we often forget that this paradigm has everything to do with student conduct and performance. Who are their teachers? How does the student feel in the classroom? What is the student doing in that classroom to have a vested interest in being there and learning in the first place? What sense of purpose do they derive from their school that engages them and fosters their participation in it?

In this microcosm, the school, we engage the future. How I envision the future and the individuals who populate it forms the base of my philosophy of classroom management. We live in a community. An individual doesn’t exist in a vacuum but rather in a symbiotic relationship with others working in a society. My aim in my classroom is to prepare students for this realization and prepare them through its structure to meet this challenge.

From my perspective teaching and learning are one in the same. The Taoist principle that opposites don’t exist but rather view such ideas as compliments is actualized in the democratic classroom (Capra, F., The Tao of Physics, 1999, p. 102 – 110). Could the teacher exist without the student? If you are the learner, who is the teacher? The two forms a complete whole, the one cannot exist without the other, and what a benefit to ...

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...nal assessment of their work area and gives the thumbs up. As each section completes their section closing they reseat themselves and copy down the homework from the board while they wait for dismissal. Today they were even more thorough in closing than usual, and I let them know how much this will help us in organizing the room for their project exhibition. Many students smile and as the dismissal bell rings - students get up and push their chairs in and say goodbye. Some have a few final questions about projects or the day’s discussion.

As some of the last of the period’s pupils file out the door, Alejandro and Kevin ask, “Hey, Ms. Evans, you gonna be here at lunch?”

“I can be - what’s up?”

“We kinda wanted to look at that weather thingy again, is that cool?”

And with a smile I reply that if they’ll share the Flaming Hot Cheetos, I’ve got cookies for dessert.

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