My Classroom Management Philosophy

Good classroom and behaviour management is essential for a lesson to run smoothly. Knowing how to anticipate and manage problems will ensure that students spend maximum time on task, and those students who are eager to learn are

I think that setting rules on the first day of class and remind the students of those rules every day before the beginning of the class, can be a way of preventing unwanted behavior in the class. For example, rules such as: Respect other student’s

In an interview, Harry Wong stated that, “The number one problem in the classroom is not discipline: it is the lack of procedures and routines,” (Wong). Harry and Rosemary Wong support a system of classroom management rather than classroom discipline. The Wong’s believe that students need to be “taught the roles, procedures, processes, and routines” that they are expected to follow (Charles, 116). When the “teacher explains the procedures of the classroom to the students, and the students turn the procedures into a routine,” then the teacher will have better control over the class with less discipline issues (Wong). For the Wong’s discipline philosophy, the teacher needs to have a script for the first day of class with everything that needs mentioned and completed. The students need to be greeted at the door by the teacher, bell work needs to be placed on all of the desks (even on the first day of school), and procedures and rules need to be taught, rehearsed, reinforced, and repeated (especially during the first two weeks of school). The students need no down time during class, by allowing down time, the teacher is allowing the students to misbehave. The students will follow directions when given, raise hand before speaking, and use kind words. The teacher will take role while all students are working on bell work so that it doesn’t take time from learning.

In order to prevent students’ need to act out, rules need to be established not only by the teacher but, more importantly, by the students. These rules or social contract should be positively oriented versus negatively oriented (i.e. we will respect others while they are speaking versus don’t talk when others are talking). The teacher should be consistent with the consequences when students act out regardless of the number of offense. Consistency is a good start to prevent students to act out. Being aware of all the students’ needs and allowing them to set their own rules give them a sense of belonging and responsibility. With the sense of

I believe that every student is good; every student shows that they are nice and care about the teacher and the class at some point in the classroom, however, due to their peers they do not always show empathy or generosity. One of my biggest goals of classroom management is to not only create a caring and loving classroom, but also a classroom that promotes these same feelings amongst the students in and out of the class. I want others to feel more than welcome to be good neighbors and care for one another and myself in and outside of the classroom. Thus I think that students are equals. I am highly aware that the thought of students being equals is far from the most common or even the accepted by many, however I believe that I am just as

I believe that classroom management is the very essence of effective and skilled teaching. It is imperative that as a future educator, I have sound understandings of the impact that child development and growth can have on classroom management, as no one child is the same. Drawing on theorist Jean Piaget’s four stages of development; thinking abilities, reasoning, logic and articulation, all develop at different times during a child’s growth and maturation (McDevitt & Ormond, 2010, p. 198). This influences greatly on a child’s reactions, concentration levels, memory skills, verbalisation, self-control and self-regulation (Blake & Pope, 2008, p. 60). I will strive to foster individual abilities,

I believe classroom management encompasses every aspect of the classroom and entire learning community. In this community, the central role does not belong to me. That role belongs to every child that walks through the school doors. As soon as a student enters the school, everything revolves around them. This is what I like to call student-centric, a name I derived from Aristotle and Ptolemy’s geocentric model of the universe in addition to Copernicus’ heliocentric model. Each of the root words describe what everything revolves around in each model of the universe, so in the learning universe, everything revolves around the student. With that in mind, there are certain things I would like to discuss in relation to my future students and classroom.

I believe Classroom Management is the key component in any educational setting. I believe that if students are in a safe environment, then learning can take place. This doesn’t necessarily 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

As William Glasser states in his Control Theory , the only person with the ability to change the behavior of a human is that human. Therefore, it is important for the teacher to establish an environment where students are aware of their actions and the consequences of their actions. This type of management plan holds the students semi-responsible for their behavior and safety. Classroom management is a community affair between the students and the teacher.

When I think of my future classroom, I imagine it to a home. I plan for my students and I to be a “big family”, and it will still be a learning environment. While I am teaching a lesson I would like for my students to be quite when they should be listening and participating when it is time for them to participate. I am there to guide their learning, the students will be allowed to share, correct, and exchange information when the time is appropriate. I will have the traditional teaching style which is the students paying attention to the teacher, then once the students seem to understand the content they will then be able to move around and interact with other student in either group discussions or at the learning centers throughout the classroom. My classroom will be nice and bright to keep up the positive energy, and it will still be conducted as a learning environment for my students, and they will understand that everything that they learn in my classroom will travel with them till they are old, and they will be able to understand why they are in school and what their purpose is in life.

The role that the teacher plays in molding student behavior is the rule keeper, the love giver, and the judge. Every teacher needs 3-4 standard rules that will be followed. For me, the rules students will be expected to follow are:

There are many factors that affects a student 's ability to learn and achieve. Classroom management plays a major role in the effectiveness of education and paves the way for the teacher to engage students in learning. Classroom management creates a set of expectations, routines, rules, and consequences. Through my experience at Olson Elementary, I have had the privilege of observing Ms. Mason, her students, and how she addresses classroom management. Every teacher has their own approach on classroom management, but essentially instills and models and principles of instills the goals and structure that meet the needs of their students.

In as much as students are expected to behave in particular by the teachers, they are equal expectations on their behaviors as such, and there should be a consensus between teachers and students in the establishments of the norms. According to

Classroom management is not something educators employ when a problem occurs. It should be proactive rather than reactive. As a teacher, classroom management is vital for successful day-to-day operations in the classroom; it is important that teachers think critically about the techniques and strategies they employ. Therefore, as a pre-service educator, it is imperative to delve into theorists whose work has had an impact on classroom management. Through the examination of the research, there were four theorists whose work and styles work well to manage the classroom: C. M. Charles, Rudolf Dreikurs, Marvin Marshall, and Harry and Rosemary Wong. The implementation of aspects of each of these four theorists will help create the classroom community and atmosphere teachers strive for; one where the students are in charge of their own learning and the educator is more of a facilitator of their growth. Using the Democratic Classroom approach will be important in fostering student involvement and responsibility. It will also help spur intrinsic motivation because the students will have ownership of the classroom and choice in the types of work that they do. However, the piece that helps to tie it all together is the Wongs; their work on the first days of school exemplifies the need to explicitly teach the rules and procedures (Charles, 2014). Therefore, using aspects of the Wong’s first day of school suggestions, Dreikurs’ democratic classroom, Marshall’s intrinsic motivation, and

Classroom management ultimately makes or breaks an educator’s ability to impart knowledge to the students within their classroom. Classroom management encompasses the skills, techniques, and overall pedagogy employed by educators to establish control in a classroom environment. This allows for an academically maintained productive workplace. Educators are able to facilitate sufficient classroom management in circumstances where they maintain a level head and respond calmly and confidently to adversity.