Felicea Barr
Classroom Management PhilosophyFelicea A. BarrEED-480NA09/23/2019Instructor: Stephanie HolderMy classroom management philosophy includes components gathered from Kagan’s Win-Win Discipline, Harry Wong’s Classroom Management Model, the “Love and Logic” program, as well as the incorporation of district-wide PBIS policies and procedures. The positive and systematic environment approach utilized in Harry Wong’s Model really appeals to me. Laying the groundwork of classroom supports and expectations prior to disruptions as well as the integration of reviewing expectations in advance helps to provide students with a structure of support and understanding connected with behavior. Elements from the Win-Win Discipline system will be combined as this connects with students acting out in attempts to get their needs met. It is essential that teachers accurately address unwanted conduct, and in order to do so, they must correctly identify specific student behavior. It is essential to validate a student’s feelings connected with behavior and expectations. This is where components of the Love and Logic program will be utilized. This program highlights the teacher situated on the same side of the student and the family, with a focus on sharing control. As I ultimately believe the best way to empower the student is to make them responsible for their own learning and behavior, putting accountability back on the student related to these elements is of utmost importance.Core behavior expectations connected with respect, safety, following directions, listening, responsibility, and classwork abide as non-negotiable guidelines from which I will collaborate with the class to personalize and construct more specific “classroom rules”. For instance, conferring with the class as they work to define what “listening” looks like helps to create student buy-in. As students are engaged in the creation of their own classroom rules, they are more likely to follow the procedures that they have worked to create. Various grouping styles will be incorporated, as well as diverse learning and instructional approaches. Class rules and expectations will be reviewed consistently throughout the day, as well as posted at various locations, so students are frequently reminded of these behavioral targets. District-wide PBIS approaches will also be implemented, such as through the incorporation of the “Three Personal Standards”, Classroom Dojo, and token economy systems. The Classroom Dojo system promotes family involvement, as families can download an App on their phone where they can monitor the behavior and progress of their child. Class Dojo communicates specifically what the student gained or lost a point for. (i.e. blurting out-lose a point, participating-gained a point). Communication with parents connected with student behavior will also include opportunities for in-person communication, written, and phone call occasions. As I believe communicating school concerns using diverse methods when appropriate is vital for families, it is also essential to consider how outside influences might be affecting my student's lives as the teacher. Changes in a family dynamic, divorce, and death of a loved one are examples of potential influences that can alter student behavior. This is where being available for meetings or important phone calls related to this aspect is critical to promoting the well-being of the student.ReferencesFay, J., Fay, C., Funk, D., Fay, J., Fay, J., Love and Logic Press., & Love and Logic Institute. (2012). 9 essential skills for the love and logic classroom: Low-stress strategies for highly successful educators.Kagan, S., Kyle, P. B., & Scott, S. (2004). Win-win discipline: Strategies for all discipline problems. San Clemente, CA: Kagan Publishing.Wong, H. K., Wong, R. T., Jondahl, S. F., & Ferguson, O. F. (2018). The classroom management book. Mountain View, CA: Harry K. Wong Publications, Inc. ................
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