Philosophy of Classroom Management 1

Points Self Points Philosophy of Classroom Management Possible Assessment Awarded Define what classroom management means to you. 1.5 1.5 Describe the purpose of classroom management. 1.5 1.5 Describe what discipline means to you. 1.5 1.5 Describe the purpose of discipline. 1.5 1.5 Describe your beliefs about the innate nature of your students. Provide an 1.5 1.5 example. Identify ways student differences affect classroom management. Provide 1.5 1.5 and example. Is your philosophy more autocratic or democratic? Explain (citations) 1.5 1.5 How should the development of rules, procedures, consequences, and 1.5 1.5 rewards be conducted? What approach to classroom management best fits with your beliefs and 3 3 personality? Explain! (theory, model, etc. You will need citations) Overall presentation and structure of the paper (0-10 pts possible) Transitions A variety of transitions are used and clearly show how ideas are connected 2 2 Some transitions work well, but some connections between ideas are fuzzy. 1 The transitions between ideas are unclear OR nonexistent. 0 Closing paragraph The conclusion is strong and leaves the reader solidly understanding the 2 2 writer's position on classroom management. The conclusion is recognizable. 1 There is no conclusion - the paper just ends. 0 Grammar & Spelling Author makes no errors in grammar or spelling that distract the reader from 2 2 the content. Author makes 1-4 errors in grammar or spelling that distract the reader 1 from the content. Author makes more than 4 errors in grammar or spelling that distract the 0 reader from the content. Capitalization & Punctuation Author makes no errors in capitalization or punctuation. 2 2 Author makes 1-4 errors in capitalization or punctuation. 1 Author makes more than 4 errors in capitalization and/or punctuation that 0 catch the reader's attention and interrupt the flow. Sentence Fluency All sentences sound natural and are easy-on-the-ear when read aloud. Each 2 2 sentence is clear and has an obvious emphasis. Most sentences sound natural and are easy-on-the-ear when read aloud, but 1 several are stiff and awkward or are difficult to understand. Many sentences are difficult to read aloud because they sound awkward, 0 are distractingly repetitive, or difficult to understand. Total 25 25 Philosophy of Classroom Management 2

Candace Graves Philosophy of Classroom Management February 23, 2012 Philosophy of Classroom Management 3

Philosophy of Classroom Management

Classroom Management and Discipline

Classroom management is a critical part to a successfully run classroom. Classroom management involves many different things from the arrangement of the classroom to the reward system a teacher might use. The purpose of classroom management is to ensure students are learning in a consistent, efficient, and safe environment. Discipline should be constructive or used to teach correct behavior. Discipline should be clear and consistent. Students should have a part in making the rules and in making the consequences. The students should be taught the rules and consequences so there are no surprises. The purpose of discipline is to help our students modify and understand bad behavior.

Innate Nature of Students

The innate nature of students consists of learned behaviors or other events that shape the way a student might think. Students have a natural tendency to want to be competent and good natured. If given expectations, most students will attempt to exceed them. For example, if a student goes into a classroom and the teacher tells them they will never be able to read the student is less likely to try and learn to read. On the other hand, if the teacher pushes the student to read, they are more likely to try to read. I believe if students are accepted and pushed to learn they will flourish and are more likely to become better citizens of the community.

Student Differences

Students differ in so many ways. They can differ in race, abilities, family dynamics, socioeconomic status, learning styles, disabilities, and maturity levels. For example, if a student is struggling in math and reading they might become frustrated during instruction for this content and misbehave. As a teacher it will be my job to take each student difference into mind and to accommodate and modify as much as is necessary to ensure students learn to the best of their ability.

Philosophy of Management

I have a democratic philosophy of classroom management. It is important to get students involved in class. I can start by allowing my students as a class to create the rules and consequences. I think most students strive to have dignity and choice. By allowing your students the choice, you are teaching them to become responsible citizens by fostering moral reasoning and independent thinking.

Rules, Procedures, Consequences, and Rewards

I believe that students should be involved in making their own rules, procedures, and consequences. By allowing the students to be involved you are creating a better flow in the classroom. Since the students had part in creating the rules and procedures, they are more likely Philosophy of Classroom Management 4 to follow them and do as is expected. I believe by having a reward system in place you are encouraging the good behavior more often and deterring the bad behavior.

My Approach to Classroom Management

I feel as if I am a mix of two separate classroom management theories. I agree with Rudolf Dreikurs Logical Consequences theory. In this theory you give the student a choice on their consequence but the consequence is logical. This theory promotes autonomy in students and helps students understand why they are behaving like they are. This will then deter or prevent the behavior in the future (Dreikurs as cited in Edwards p. 120).

Another theory I agree with is William Glasser’s reality therapy/choice theory. When students tend to misbehave, they really just have the internal need for survival, love, control, freedom, and fun (Glasser as cited in Edwards p. 206-207). This theory also increases autonomy and responsibility in students. When students misbehave, it is my job to help them figure out why they are misbehaving and to help them realize what need they are not getting so that the behavior can be stopped.

Conclusion

As a teacher it is my job to ensure I have a good relationship with my students. It is my job to have a positive and encouraging classroom. I can do this by implementing clear and consistent guidelines. By having my students create the rules and procedures in my classroom, I am encouraging them to become involved in the classroom and I am creating more of a family environment for them to learn every day. As a teacher, it is important for me to keep my students individual needs and desires in mind. By understanding my students are individuals, I am more likely to foster my students learning in a fun and challenging environment. Philosophy of Classroom Management 5

References

Edwards, C. H. (2008). Classroom discipline and management (5th ed.). Hoboken, NJ: John Wiley & Sons.