Personal Classroom Management Philosophy

As it can be seen behaviorism is a major part of any classroom. For if one student acts out then the rest might get the idea that they can also act out in class and not receive punishment for it. It is also good to have a classroom management in place. Classroom management is also called behavior management. As it states in A Beginning Teaching Portfolio Handbook, “For these teachers, motivated students are those who do what they are told to do when they are told to do it.” (Foster,Walker,Song, pg. 99, para. 9) Which means when a

My philosophy of classroom management is that the management of elementary classrooms require several things.  Among patience, determination and motivation are: flexibility, careful planning and consistency.  A well-managed classroom did not get well-managed without a teacher who planned, had a flexible vision and was determined.  Any new teacher, who is asked, will say they want a classroom with as few behavioral problems as possible as well as one that is easily manageable.  But any experienced teacher, who is asked, will tell those new teachers that classrooms do not come "well managed".  They have to be made into well-managed classrooms.  These experienced teachers would also encourage by saying

My classroom management philosophy is rooted in B.F. Skinner’s Behavior Modification theory. I believe that negative and positive reinforcements are a key aspect in classroom management. Providing reinforcement increases the probability that a desired behavior will occur, while undesired behaviors will stop because they are not being reinforced (Manning and Bucher 47). Students who are demonstrating unacceptable behaviors may even begin to change their behavior in hopes of gaining approval through reinforcement (Manning and Bucher 47). In particular, I advocate for this theory because it also serves as another way to continuously reiterate classroom expectations. Through daily dialogue in the classroom, students will be able to understand which behaviors are supported, acceptable, and encouraged and which behaviors are ignored, unacceptable, and discouraged. Continuously putting this into practice will foster a supportive classroom climate with clear expectations. Throughout my field experiences in Horry County, I have seen this strategy used with success. I believe that once I have established relationships with my students this will be the most effective course of action for modifying their misbehaviors.

In The Best Discipline Is Good Curriculum from The New Teacher’s Book, Kelley Dawson Salas talks about how hard she used to try to get her students to behave in her first year of teaching (Burant, 2010, p. 241). Salas tried everything from behavior charts to “pleading for sympathy” (Burant, 2010, p. 241). However, Salas learned that you do not have to wait for your students to be “under control” to teach them something worthwhile (Burant, 2010, p. 242). Salas learned that her students’ behavior improved, when she focused on the curriculum she was teaching, instead of their behavior (Burant, 2010, p. 242). Once she started focusing on the curriculum, she did not have to worry about the student’s behavior anymore. I believe that this is the most important aspect of this article because I believe that a good curriculum is the best discipline (Burant, 2010, p. 241).

During this assignment I’ll conduct a philosophy of classroom engagement and management in different categories.

Within the classroom, it’s very important to have classroom management. To successfully run a class doesn’t automatically mean that the children have to sit quietly and not talk or interact with each other. It’s actually the total opposite. To maintain proper classroom management means to have a relaxed and caring environment where the students are getting their work down and interaction is taking place. My classroom management philosophy deals with this thinking and combines three different theorist who uses three different theories. My philosophy is to have a democratic, caring environment where my students have a voice, hold themselves and others accountable for their actions, make responsible choices, and build a sense of community and family. In my current field experience at Ocean Bay Middle School, my cooperating teaching uses a classroom management plan that is similar to my philosophy and the results are positive. My overall goal is to teach, enrich the lives of my students, and produce our future successors of tomorrow.

My philosophy of classroom management is to allow students to be responsible for their own behavior at all times. I believe allowing students to be responsible for their behavior and actions allow them to have a sense of freedom. When students have freedom, they seem to be more successful and respectful. Classroom management is more successful when the class is student-centered. Students should be included in the planning of classroom rules, room arrangement, and communication should flow smoothly between teacher and student. Although the class is student-centered the teacher should be in control of the classroom. The teacher should know what is going on at all times, plan interesting and informative lessons, and be

To develop this artifact I followed the classroom management theories raised by Linda Albert, Frederic Jones, and Jacob Kounin. Whereas I implemented in my classroom Linda’s Cooperative Discipline model when I chose to work cooperatively with my students to develop a set of consequences to be invoked when the classroom code of conduct is transgressed. Consequently, students are more likely to accept them as fair and reasonable. I have also based my plan in the positive discipline model of Jones by rewarding my students for their appropriate behavior and effectively using a body language that includes eye contact, physical proximity, body carriage, facial expressions, and gestures. I also followed Kounin’s preventive discipline theory about

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

Behavioural management was defined by theorist BF Skinner as; ‘the practice of providing consequences for both positive and negative behaviour.’ Effective teachers tend to believe that all students at some time will misbehave, it is natural for children. The result is they have a more extensive range of skills to control this behaviour. Low Key Responses are techniques and strategies designed to prevent the occurrence of discipline problems in the first place. The techniques are used for class control and all intended to create and maintain a classroom atmosphere conductive to learning. By keeping students busily and happily engaged, behaviour problems are reduced to a minimum.

Teachers developed their own techniques for classroom management that reflects their educational philosophy; there is no ‘rule book’ to classroom management.

Classroom management will always be the main part of being an effective teacher and making sure your students are learning the best they can. When the students know what they are expected to do and what they are not supposed to do, it makes the teachers and the

“Classroom management must reflect the personality and teaching style of the individual teacher and is a skill that must be learned, practiced, and evaluated, and modified to fit the changing situations in classrooms.” (Burden, 2017) For a teacher to find their model of discipline that works for them and their students it begins with trial and error. Nothing starts off smoothly but through time a teacher can find a wave of motion on what method of discipline would work for the flow of the classroom, the attitude of the students, and the teacher’s personality and comfort level.

I believe Classroom Management is the key component in any educational setting. I believe that through an engaging curriculum and effective teaching I will be able to meet all the needs of my students. Classroom Management is defined as, the process of ensuring that classroom lessons run smoothly despite disruptive behavior by students. The term also implies the prevention of disruptive behavior. I believe that if students are kept in a safe environment, then learning can take place. The importance of having a successful classroom is to build a foundation for respect and caring.

Lee Canter’s assertive discipline model is likely most often used in classrooms where the teacher operates under a legitimate authority base. While studies show that students learn best in classrooms where teachers display efferent or expert authority bases, I believe that there is some definite value in using a legitimate authority base when it comes to class discipline and management. The assertive discipline model encourages teachers to be proactive and anticipate that students will break the rules (Canter, ) Another main focus of Canter’s model is using assertive command, which means the teacher does not retreat to a nonassertive passive stance or to a hostile response when students misbehave, but rather repeats the rule to the student over and over before making a corrective action. I believe that using assertive command in the classroom allows students the chance to correct their actions and think