Philosophy of Classroom Management My classroom management philosophy exudes an authoritative style. I definitely feel that I am firm but fair teacher. I allow my students to participate with the life of the class. My students are also encouraged to converse in meaningful classroom conversation. If they are not conversing in meaningful conversation, how will I know if they have retained the lesson, I have taught? I genuinely love and care for my students and want the best for them and their academic success. Classroom management will play a major part in my classroom. Classroom management is the method teachers use to ensure that their classroom instruction runs efficiently without disruptive behavior from students compromising the delivery …show more content…
I will be the epitome of typical student by adhering to the following and I expect my students to follow to the same expectations. We will Be respectful, Be responsible, Be safe and Be kind to everyone in and out of our classroom. I will model how this should look. This will ensure that I have exemplified the behavior I expect my students to illustrate.
My students will also emulate the class rules: Raise your hand if you have a question, raise your hand if you have a question listen and engage in the lesson. It is my belief that when teachers respect their students and treat them the way they would like to be treated the classroom will run smoothly. It is imperative that we provide the best learning experience possible for our student s to succeed. When my students are complaint and following the classroom management plan, I will also reward them. If my students are following the expectations, they will be able to earn points daily. When they earn twenty-five points for the week, they will receive an incentive. The incentive may be a free homework pass, treasure box, lunch with the teacher or maybe even free computer time. In conclusion, the overall goal of my philosophy of classroom management is to embrace my student with the principles, skills, beliefs and strategies that encompass the model of our
This gives opportunities for discussion, reflection and a chance to understand develop empathy for each other. ‘The ultimate objective is to enhance children’s ability to become socially and emotionally competent individuals who succeed in school’. http://incredibleyears.com/team-view/carolyn-webster-stratton/ To give a practical example of one of the key initiatives is to praise good behaviour not matter how small and ignore unacceptable behaviour so long as no harm will come to others. This strategy should always be the starting point of your classroom management. The majority of children will respond to this positive reinforcement and quickly understand how to gain phrase for doing the right thing.
However, if we treat all children equally and be patient with ourselves and them, then maintaining a positive classroom management will be easy. Attendance: The students have a morning routine, from the moment they go through
When reading Chapter 5 “Craig Seganti on Taking charge in the classroom”, the overall chapter was interesting when it comes to managing a classroom. As a teacher, we want to be able to control the structure of a classroom, but at times is unable to accomplish the task due to our student’s behaviors. At the beginning of the chapter it states a productive classroom may have difficulties but it is the way a teacher present themselves along with the rules of the classroom determines the outcome of the student’s actions. When presenting to the students the rules of the classroom, the teacher needs to present the rules on the first day of school and have the students sign a copy to ensure they are aware of the information. When it comes to the
In addition, classroom management comes first in the list of issues that causes anxiety and stress for both preservice teachers, experienced and novice teachers (Gage, Scott, Hirn & MacSuga Gage, 2018). Moreover, managing a classroom effectively is a crucial skill teachers need to maximize academic achievement, enhance students’ social competence, promote positive classroom climate, and enable supports for students with exceptional needs. Classroom management begins by establishing and teaching routines to ensue all students are aware of and able to identify what is expected in the classroom (Myers, Freeman, Simonsen & Sugai, 2017). Myers, Freeman, Simonsen & Sugai (2017), have identified five empirically-supported critical actions required of effective classroom management: a) maximize structure, b) post, teach, review, monitor and reinforce expectations, c) actively engage students in observable ways, d) use a continuum of strategies for responding to appropriate behaviors and e) use a continuum strategies to respond to inappropriate
Many of their principles align with my teaching philosophy as well as my classroom management preferences. For example, on the very first day of school, my students and I will work together to develop a behavior contract that will contain the rules/norms of our classroom. We will brainstorm ideas together on an anchor chart, and then I will consolidate these responses into cohesive phrases. Once the “published” copy of the behavior contract has been presented to the students, and no changes need to be made, each student will sign the contract, indicating that they plan to abide by these rules every day, and if they make a poor choice, they accept the consequences that are to follow. The consequences for the broken rules/norms will also be discussed as a class.
I believe that my classroom management style is clear and concise, and invites all students to participate. By collaborating with my students, we will come up with rules and consequences of breaking them that holds the children responsible for their own actions. I plan on getting to know the students through class discussions and interactive activities too. I will also reach out to guardians of these children, and set up a meeting in the beginning of the year. I believe this would be good, because they can learn about me and get an idea of what the classroom environment will be like, as well as state any concerns they may have.
First, it is imperative to get to know the students from the beginning. I will allow my students to write down the classroom rules that they think I will implement and add any rules that the students did not come up with, I will make a big poster with those rules and have all of the students sign a contract. Furthermore, I will be considering the school policies when developing a classroom management plan and use them as the basis system while I create my own. I will stablish clear and consistent boundaries in the class since without those boundaries it is not possible to have a functional classroom. Verbal and non-verbal reinforcements are to be used consistently to keep a positive atmosphere in the classroom.
Classroom management is directly tied to the level of students’ involvement and academic achievement (Kirk, 2010). Behavior management focuses on decreasing the amount of time students display disruptive behaviors so students can achieve academically. There are three effective strategies for effective classroom management. They include, proactive classroom management through praise, consistent consequences and punishments, and positive interaction between teacher and students (Kirk, 2010). Teachers teach students their behavior expectations by teaching them to follow a set of specific rules so they are aware of their expectations in the classroom.
I always choose my language and actions very carefully so as to set a good example for my students. I show my students that I am organized, on time and ready to teach, and I expect the same from them. I open and close my classes with
Effective ways to encourage and teach appropriate student behaviors are highly valued by educators. Thus, the theorists of classroom management mentioned above continue to provide direction of contemporary
Classroom management describes the process of making sure that classroom lessons run smoothly regardless of student’s disruptive behavior. The videos titled Top Ten Proven Classroom Management Strategies and Classroom Management 101 describe different elements of classroom management. These videos are different in some aspects, while similar in others. The videos can be compared to each other in many different aspects. Both videos explain that classroom management consists of the teacher not having favorites and not being bias.
b. Classroom management. In order for students to work productively, teachers must balance the need to allow students to work on their own with the need to maintain order. To provide the students with a good instruction, the teacher should manage the class by arranging seats based on their own
I need to expect the highest of them. If I do not see my classroom as it is, then I would not be teaching. I would be rambling on my own personal agenda and my students would not be learning. While I have goals for my classroom, they are not so dogmatic that I cannot change them to adapt to the needs of my
Educators have always rated discipline as one of the most serious obstacles to promoting effective teaching. Proper Classroom management leads to class control and conducive teaching learning environment. According to Evertson and Weinstein (2006) Classroom management has two distinct purposes: “It not
Classroom management plays a big role in a student 's classroom achievement because it is an essential part of the teaching and learning process. It refers to the methods, strategies that the teachers use to maintain a classroom environment that results in student learning success. Classroom management is also a process of organizing a conducive environment for the students, student’s engagement, and involvement and classroom