Philosophical/thoretical approach to classroom mgmt



Philosophy of Classroom Management

Students need consistency and a supportive environment to thrive in their educational pursuits. Management techniques should be fair, consistent, and at an appropriate level in response to the students’ actions. In addition students need to feel that the atmosphere in which they work supports their needs. Management issues such as cleanliness and physical safety are crucial. An organized atmosphere allows students to focus their efforts on learning and effective classroom management techniques allow students to experience their classroom in an emotionally safe, consistent, and encouraging environment.

Classroom management techniques should be introduced from the first moment of class. It does take students some time to acclimate themselves to a new teacher, but with consistency and repeated modeling and practice students soon learn what behaviors and responses are appropriate. My personal strategies for classroom management start with non-verbal clues. When appropriate for the classroom setting simply catching a student’s eye during an inappropriate behavior and raising an eyebrow, giving a disapproving look, or a simple hand motion usually stops the behavior. In a computer lab where students are often occupied working in a program verbal cues such as saying the student’s name in conjunction with the non-verbal reinforcement are very effective. Often students are so involved in their program that the only way to let the student know that their behavior is inappropriate is to move within close proximity of the student. Rarely, the student may need to be moved to another isolated workstation or to another area within the classroom. Individuals that continually display inappropriate behavior receive a “Pink Slip” and are sent to the office for a supervised “Time Out.”

Management of a technology class is different than that of a regular classroom. Because of the use of earphones and single workstations students work in isolation. Behavior problems are usually limited to talking at inappropriate times and misuse of the equipment.

When appropriate, students are paired to work on a single computer. Before starting a group activity behavior expectations are discussed. Problems are very rare. Transitions between classes are streamlined by using consistent routines to begin and end the class. These routines are modeled from the first day of school and reinforcement is continued throughout the year.

The techniques that I use are quite effective for me. Each teacher is different and each class has a different dynamic that requires different solutions. As always, though, we as teachers strive for even more. Transition times are always high-maintenance from a classroom management perspective and although 90% of my transition times are smooth, there are always those few that need refining. Transitions with Kindergarten and First Grade students are the most taxing because of their developing ability to enter and exit programs. Managing transition times for the younger students is a work in progress that I will continue to work to improve.

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