Classroom Management Philosophy Essay

My personal philosophy of special education drives not from teaching in the field, but from, observations, and personal experience, and the workshops I attended. I have had the opportunity to work with individuals with special needs in many different settings, all this help cultivate my knowledge in handling the needs of the special needed student. Special needs students have the ability to learn, to function, to grow, and most importantly to succeed. The difference comes into how they learn or how they need to be taught. There are as many beliefs about the "hows" as there are teachers and each of us forms our own philosophy through our experiences and research. As a student in a special education teachers’ program, learners with

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

More importantly, creating positive student-teacher relationships can prevent discipline issues from arising. By establishing a persistent tone of mutual respect, students will participate in class activities with confidence that they and their opinions are valued. Students also should be taught how to appreciate the unique contributions each student brings to the class, as well as how to effectively resolve issues that may arise. I believe that demonstrating genuine respect to students and showing interest in their concerns will allow the effective use of instructional time, positive relationships to prevail, and minimal discipline problems to avail.

Education is defined as the lifelong process of acquiring knowledge, skills, and values through either formal means, such as schooling, or informal means, such as firsthand experiences or vicarious experiences gained through reading books or discussions. Every person that is or wants to be a teacher has his or her own educational philosophy. We all have our own views, methods, and curriculum that we were taught when growing up. A lot of people may have the same teachers in school, but all of them learn different things from that teacher.

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

Teachers are not only expected to teach their students, but also provide an environment where everyone feels safe and can learn. Classroom management is a very important part of teaching. Students cannot learn in an unsafe, disruptive environment. This paper will discuss the strategy of SHAPING, how it is used to modify a student’s behavior, and give an example of how to modify a student’s behavior. This paper will also discuss my personal beliefs about classroom management, share rules and expectations for the classroom, rewards for individuals and the class, designing the classroom where the teacher is visible and there are no distractions, and discuss some classroom procedures and how they contribute to classroom management

I believe that teaching is one of the most important professions in the world today. From the very beginning, until present time, teaching has been around. The book of Genesis speaks of God walking and talking with Adam in The Garden of Eden, God was teaching Adam. I will be proud to, one day, be a part of this great calling.

The messages that is being conveyed in my video was gathered by a few internet sources such as www.schoolimporvement.com, www.adprima.com , and www.educationworld.com. As I gathered information from each creditable source it is said that special education teachers usually have special skills in behavior and classroom management. It is important not to overwhelm any teacher, especially a new teacher who might already be feeling a bit inadequate about their classroom management abilities.

As a Special Education Inclusion teacher, I serve my students in the role of a mentor. Special needs children struggle with additional social and emotional challenges when compared to students in the general education classroom because of different defining disabilities. With honesty, sincerity, and compassion, I guide students and encourage them to look deeper than the surface when making decisions. My primary goal is to equip students with academic and social support by teaching skills and strategies to succeed in life by developing dispositions such as resilience, perseverance, and determination. As an educator, I believe it is essential to be able to problem solve, work through problems, and take ownership of decisions and accept the

Establishing a well-organized plan for classroom management, at the beginning of the year, is essential for a peaceful and calm classroom that is conducive to instruction and learning for students with a variety of academic, social, and behavior needs. Team Green created the classroom management plan that follows. The collaborative group agreed that the evaluation of the student and their behaviors are essential in promoting positive desired behaviors. Room arrangement, classroom rules, routine and transition, as well as positive reinforcement rewards/success of task should be evaluated and adapted to encourage positive behavior.

I believe that education extends far beyond the classroom walls, and involves many more people than students and teachers. People should be learning wherever they go, and should continue learning long after they’ve graduated from high school or college. Education isn’t something that can be quantified with tests or report cards, but is instead something that people carry with them. It’s a survival pack for life, and some people are better equipped in certain areas than in others. People with a solid education are prepared for nearly anything, as they will be able to provide for their own physical, emotional, and aesthetic needs.

Developing an ideal classroom that is well-managed does not require any special power. It requires a simple skill called thought and heart. One of the key components of becoming a successful and ultimately great teacher is how you manage the classroom. Sports analysts say the most intelligent quarterbacks are the best game managers. Teachers play the quarterback role and Game Day, with the offense and defense out on the field, is the classroom of students.

Classroom management is a key element to establish a successful learning environment in any classroom. An effective classroom management plan creates a positive learning environment. Classroom management is affected by the characteristics of the students and their behavior. Students’ behavior is influenced by their age, academic abilities, goals, interests, and home backgrounds (Evertson, Emmer, and Worsham, 2006). Teachers need a diverse array of classroom management skills to facilitate learning. A classroom with a proper management plan will spend less time in disciplining and more time in learning. Students in effectively managed classrooms know and follow clearly defined rules and routines. A classroom management plan should provide

Being a special educator, there are different roles and responsibilities separate from a general education teacher. As a special ed teacher, you need to be able to be more flexible and open-minded when it comes to teaching. These students, whether in a self-contained classroom or an ICT class, will have such differing needs than their counterparts. While they may still have some same needs, most of them will be different and individual. Even though we may have several students with the same disability in our class, that doesn’t mean that we can treat them the same; each student has differing abilities that we must figure out individually. This is one huge problem that I see prevailing in schools today. Teachers tend to think that if a child has autism, they have the same issues and needs as another child with autism but this is not the case. One child might need headphones for noise-canceling features while the other child might be ok with sound but need more social interactions skills. The ability to discern what a child needs based on their own performance is a crucial aspect to supporting every student equally. As a special educator, we need to not only look at their deficits but their capabilities as well. To define someone by what they can’t do is such a negative point of view. If we go into the classroom trying to find what is wrong with a child, we may never notice what exceptional skills they may have. For example, in class when Mark Sarabian came to talk about the

When we teach we all have our own reason behind why we want to be a teacher, how our classroom will run, and our personal philosophy of what educating the future of America should entail. Just like how we need a framework for our on teaching philosophy and the management of our classrooms, we need a framework to be the backbone to our development of an integrated curriculum. Our framework originates from four main areas: cognitivism, social constructivism, Howard Garner’s Multiple Intelligences, and brain-based learning. Just as unique as our students are who come into our classroom, our framework needs to be unique as well, it cannot just include one of the four main area, it needs to be a mixture of the four main areas. This allows for differentiated instruction which provides the opportunity for all students to be successful due to the wide range of content, assessments, activities, and interactions performed within the curriculum (Renaud, 2016). “In differentiated classrooms, teachers begin where students are, not at the front of a curriculum guide,” thus they build upon each students’ prior knowledge and accept that each student will be in different skill levels and need to appeal to different interests and varied rates and complexity of instruction (Tomlinson, 1990). Thus, each theoretical theory will be discussed along with how learning, instruction and assessments unfold in each framework.