My Personal Classroom Management Philosophy

1. I believe all students should feel welcome, safe, and comfortable in my classroom in order for them to trust their teacher and their peers and have a more positive learning experience and

I believe classroom management is extremely significant for teachers and effective teachers know how to manage the classroom while helping students to behave appropriately. In order to be an effective ESL teacher, I will use demonstrating expectations, creating a safe learning environment, building a positive relationship, redirecting inappropriate behavior, and motivating in managing my future classroom.

Classroom management is a popular topic in education. Teachers are always looking for ways to improve their classroom environment, or new ways to deal with problem behaviors. For every person who has ever worked with children, there is an idea, a theory, as to how to best meet children’s needs. Early theorists provide the basis for many current behavior management ideas, and often include a combination of ideas. Theorists such as Abraham Maslow, Rudolf Dreikurs, William Glasser, and Stanley Coppersmith offer insight into the behavior and motivations of children that help teachers design strategies to prevent disruption and provide a positive learning environment for all students.

Classroom management is one of the most important roles played by teachers because it determines teaching success. Effective teachers appear to be effective with students of all achievement levels regardless of the levels of heterogeneity in their classes. Effective classroom managers are those who understand and use specific techniques. Even if the school they work in is highly ineffective, individual teachers can produce powerful gains in student learning. Many techniques include classroom design, rules, discipline, scheduling, organization and communication.

My classroom philosophy is to give children opportunities to use knowledge that is taught in learning activities. Teaching children behaviors that result in success that can be established and used throughout their lifetime. Being flexible but firm when implementing rules into a classroom is important to see what will work with students, and adjusting when necessary. Knowing each and every student personally so they feel safe and comfortable is important to my classroom management. Encouraging every student to do their best in a positive manner so that we gain trust in each other. Being a caring person, I can show the student sympathy, yet encourage them to do their best work in all that they do. Using engaging curriculum to help motivate

“I have some works here, with which I need some help. Would you like to help me?” My invitation to Max, Sophie, Christian and Kate accepted, I proceeded to share, challenge, interview, and observe. The tasks I presented illustrated the phenomena of cognitive development in early childhood, the stage Jean Piaget calls preoperational. While Piaget refers to his developmental theory in “stages” he does not feel that the stages happen at specific times but that they are sequential and one depends on the previous. The distinguishing characteristics of the preoperational stage stand as barriers to logic and the

When I think of classroom management I often picture a classroom in which students learning is being carried out with minimum interruption. Teacher is there as a facilitator of the learning process through authentic learning activities which allow students to share and exchange information through respective and cooperative manner. A description of a good classroom management for some teachers or administrators or even parents may be focused or aimed at the physical order of how the classrooms should look like in terms of students sitting at their seats or teacher pointing at a student to answer her question one by one. I depict the picture

I believe that it is the teacher’s responsibility to put in to place effective classroom management techniques, motivational plans and engaging activities to promote the learning process for students. With a diverse classroom, it is imperative that I implement an analytical framework in order to understand and work with students in the best way I know how. Below are some of the techniques I plan on implementing in my classroom:

By reflecting on my prior discussion questions and assignments, I have solidified the importance of establishing an all encompass classroom management plan in order to execute an effective learning environment. By refining my classroom management plan by incorporating strategies which enhance student engagement while decreasing disruptions within the classroom. For example by clearly stating expectations both to students and their parents, all parties are aware of the standards by which the classroom will function and the means by which failure to meet such standards will be dealt with and communicated. Or by responding to misbehavior by instilling habitude and kaizen characteristic in order to engage students to stay on task and develop skills to cooperate in group’s activities so they might achieve their goals for the 21st century learning

After reading through the article and also taking into account Piaget’s stage development theory, I think that I will adjust my methods of working with children. Though previously aware of developmental differences in children, I did not know that these differences manifested when working with physical objects. I will also take into consideration the idea that knowledge is created by infants and children from with both their experience and biological

In Piaget’s studies, he lists four stages that children go through in development. Starting at birth, a child goes through sensorimotor development. Sensorimotor development is often found through schemes that are based largely on behaviors and perceptions (Ormrod, 2012, p. 153). Throughout this stage, a child will acquire objects permanence and symbolic thought. Words spoken by those around the child begin to have a meaning such as milk, eat, or toy. Children begin experimenting with activities by touching objects, throwing toys, and sticking items in their mouth that is around them. The preoperational stage often emerges around the age of two. This change occurs while children are rapidly developing language and the symbolic thought it enables. Children during this stage can now think and talk about things beyond their immediate experiences. Language and intuitive thought are both acquired abilities during this stage. The vocabulary grows along with the grammatical structure of sentences. The thought processes begin to be based on intuition. For example, a two year old may remember touching a hot iron in the past so they realize when seeing the iron again, they do not need to touch it. They know the iron is hot without being able to grasp the concept of cause and effect in any situation. Between the ages of six and seven, a child goes through the concrete operational

A classroom philosophy is fundamental for an effective educator, for not only does it set up one 's classroom but it also sets up the type of teacher that one wants to be. A classroom philosophy dictates everything from discipline to the way one presents information. It is the driving force in a teacher’s classroom and is often times directly related as to why that teacher wants to teach. Due to its importance, it is critical to examine a multitude of different philosophies before crafting one’s own. After a semester of examining a variety of different classroom management philosophies, I personally have development my own philosophy as to how I wish to run my classroom. For my classroom philosophy I have drawn methods from three classroom management gurus, however, it is rooted in two simple ideals. My personal classroom management philosophy is that it is the teacher’s responsibility to create a classroom that prepares students for the real world and promotes a love of learning and curiosity.

I am focused on making my classroom a protected and testing environment and captivating my understudies through the educational module and additionally getting to know them and associating with them one-on-one. I accept that addressing the needs of my understudies is an exceptionally significant piece of my classroom. I need them to be agreeable with alternate understudies, and additionally me, additionally me that there can be genuine dialogs and communications. Talking will be regular place in my classroom, alongside gathering work. I need to urge all understudies to take an interest in class so they can gain from one another and me. I need to have a popularity based and impartial classroom with the goal that understudies can learn. I need to be a reasonable as I can be, so the understudies trust me.

Classroom management is a highly individualised and organic system that is constantly changing. The issues surrounding classroom management and the factors that influence it play an important role in establishing positive foundations for teaching and learning, adaptive to the students and context at the time; underpinned by teachers individual style and endorsement of certain theorists beliefs.

As a teacher my classroom management philosophy will strive to have high expectations for my students and allow them to learn in a safe environment, which is built on trust between the students and me. As a class we will work together and challenge each other every single day. We will develop expectations and rules to help reduce behavior problems that we may face as a class. Throughout this class I have found many resources to support my vision. I will discuss how the resources we have looked at will shape my classroom management style incorporated in my first five-day plan. After I outline my first five days I will explain how Wong, Marzano, Fay and Funk support my overall philosophy of my classroom management style