Philosophy of Classroom Management Cliff Hannon EDUC …

[Pages:9]Philosophy of Classroom Management

Cliff Hannon EDUC-353 Professor Martynowicz December 9, 2011

Abstract My classroom management philosophy is a constant work in progress, but based off of personal experiences and major management theorists I have developed a basic philosophy to guide me through student teaching and the early years as a teacher. The core principles of my philosophy are rooted in establishing a classroom community and mutual respect between students and the teacher. The following essay outlines the theorists that have impacted my philosophy as well as ways I plan to implement my management philosophy.

The foundation of an effective classroom is a strong, supportive classroom management plan. The first hurdle many new teachers have to overcome is the ability to maintain control of the classroom they are teaching. As I begin to develop my own management philosophy, I turn towards management theorists to develop a plan that models an effective management style while also reflecting my own personality. Rooted in my fundamental beliefs about students, that all students can learn, a classroom is a community, and mutual student/teacher respect is invaluable, I have begun to develop a unique classroom management philosophy. My philosophy reflects the theorists Rosemary and Harry Wong, William Glasser, Alfie Kohn, and Fred Jones. As I start my career as an educator I will turn to the studies of these theorists to continue to craft a personal management plan.

The management of a classroom should first and foremost reflect the personality of the teacher that leads it. I am not a stern disciplinarian, nor am I a person who is willing to be walked all over. My management philosophy will reflect who I am. My classroom will be built on a mutual respect between the students and the teacher. Respect is the foundation of any working relationship, and the teacher to student relationship is no different. It is also important that I establish a laid back environment while also balancing the rules and procedures that are important for the successful classroom. I am a laid back person who enjoys humor, and while I want the atmosphere of my classroom to reflect this it is important that the class follows fundamental rules and procedures to create an effective environment for learning. Finally it is important for me that the classroom functions as an active learning community. Students learn the best when they feel invested and responsible for the classroom community that they inhabit. For students to feel as though they are a part of a community it is important that all of their basic

needs are met and they feel as if they are respected by the teacher. Mutual respect is once again at the core of my classroom management philosophy.

Harry and Rosemary Wong preach the importance of firsts. Their classroom theory is based around the first day of school, the first impression, and the first minutes of the classroom. It is imperative to first establish rules and procedures at the beginning of the school year (Charles 2010). Rules and procedures should be established around main principles. First rules should be consistent, fair, and firm. There should also be a predetermined hierarchy of consequences established to maintain consistent enforcement. The third principle is establishing positive outcomes for following there necessary rules and procedures. Finally a plan should be created to model to students appropriate behavior (Malmgren 2005). I will spend the first day of school clearly outlining the rules and procedures of my classroom to clearly prepare the student for the expectations of the classroom community.

Students need to understand my responsibilities as a teacher and their responsibilities as students. Presenting as classroom as a working relationship of mutual responsibilities creates a mutual purpose connecting both the teacher and the student. Presenting yourself to the class within the first five minutes is crucial. Teachers should present themselves professionally from the very beginning. In society a uniform represents importance, dedication, preparedness, and professionalism. A teacher should represent all of these characteristics, and a way to do this is to be consistently professionally dress. Carrying yourself in a professional way establishes a tone of respect within the classroom. The Wongs also are proponents of beginning every class period with an opening activity. Every class should begin with some sort of activating knowledge activity. This bell work could be a quick review quiz, writing prompt, or vocabulary review. By beginning the period with an individual, opening activity the Wongs believe that a teacher can

eliminate ninety percent of the discipline problems that would otherwise occur (Charles 2010). By implementing the theories established by Harry and Rosemary Wong I can maximize learning and minimize student misbehavior from the on start of the year and at the beginning of every period.

The basis of my classroom management plan begins with the theorist William Glasser. Glasser's choice theory emphasizes that a student's behavior is not determined by the ability of the teacher to control the student, but rather it is determined by student choices. Glasser believes that all human behavior is purposeful and we are all responsible for our behavior. Students will perform best in the classroom when their five basic needs are met in classroom. These needs are survival, belonging, power, fun, and freedom (Charles 2010). These are the five goals of my classroom management plan. By making the classroom feel safe physically, emotionally, and intellectually the student's need for survival will be met. This includes students respecting what each other have to say, and valuing what each student brings to the classroom community. These rules are both built into my classroom rules and procedures. Students will also feel a sense of belonging by creating and maintaining a classroom community. Power can be given to students in many ways while also maintaining control of the classroom as a teacher through the power of choice. Student choice is at the core of a respectful relationship between students and the teacher. Choice can be incorporated by taking students opinions into consideration when designing classroom procedures, giving assignment options, and involving students in the scheduling of tests and big assignments. While the emphasis of a classroom should never be solely on having fun, fun does have an active role in the classroom. Lesson should be innovative and engaging. By incorporating educationally sustaining rewards, such as preferred activity time, fun can be incorporated into the classroom regularly. Students should also feel as if they have freedom

within the classroom community. Freedom in the classroom can be created by making the student feel that they are participating in self-improving activities. While student choice in the classroom gives the students a sense of power it also reinforces the need for freedom. Student choice can be crafted to give the students a sense of freedom, while also incorporating the teachers learning goals. This can be done by giving the students three or four activity choices that all relate to a specific learning objective, which gives the students the illusion of freedom. Glasser's theories also show themselves in the philosophies of other theorists that I plan to integrate into my personal management philosophy.

At the heart of Alfie Kohn's theories, and my own personal philosophy, is the emphasis on learning communities. Kohn defines a learning community as a "place in which students feel cared about and are encouraged to care about each other" (Charles 2010). Students behave the best and show respect for the teacher when they are shown respect by the teacher first. Respect is shown by the teacher by being fully invested in the education of the student, treating the student as a valued member of the classroom, by not acting better than or above the student, and creating genuine relationships with students. Connections should be made between students and between the students and the teacher. Students feel invested in the classroom when the have created connections with the teacher and each other. Students can build connections with each other by interacting interdependently. I will create interpersonal relationships between my students first with the classroom arrangement. Students will sit in small group clusters. These best facilitate small group discussion, which are at the root of the majority of my lessons. Interpersonal relationships can also be created through effective lesson planning. I like incorporating small group discussion, cooperative learning activities, and competitive assignments.

To create a strong community while also fostering the needs of belonging and power, I plan on facilitating regular classroom meetings. Classroom meetings are an opportunity for the class to come together and make class wide decisions on policies, the focus of content, and assignment decisions. When I teacher values and listens to the opinions of students through forums such as this students basic needs are met and a community is established (Charles 2010). Classroom meetings also show that the teacher empathetic to student beliefs and open to what they have to say. This is a way to continue to foster mutual respect (Bartel 2005). I plan on regularly holding classroom meetings to assess my teaching, the success or failure of specific lessons or projects, and problems associated with previous units and tests.

Fred Jones focuses his theory around student responsibility. The first core principle of Jones' theory that I plan on implementing is the idea of the interior loop when designing the arrangement of the classroom. The interior loop allows for teachers to walk comfortably though out the center of the classroom to quickly reach all students (Charles 2010). Preferred activity time is also a core aspect of Jones' theory. Preferred activity time is a form of incentive that allow for students to determine if they will participate in a rewarding, fun activity by determining their own behavior. A preferred activity could be a review game at the end of the week, working in student decided groups, or working cooperatively on an assignment that would usually be done independently. The preferred activity incentive is totally determined on the behavior of the student, thus the responsibility of positive behavior is placed solely on the student.

Fred Jones also advocates the establishment of a hierarchal system of sanctions tied to unacceptable student behavior (Charles 2010). This can also be presented in the tiered approach associated with response to instruction. The first tier is founded in the creation of preventative classroom management. This involves having clearing laid out rules and procedures that are

consistently enforced. This can be maintained by efficiently using instructional time and creating positive student-teacher rapport. Following these preventative measures, the second tier of response to instruction is first-line interventions. These are reinforced through surface management and reinforcement strategies. Surface management involves reminders of rules and policies and appropriate sanctions for disregarding such policies. Reinforcement strategies can be as simple as encouraging complements for following the classroom rules or as involved as rewarding students with good behavior slips. Behavior can be reinforced by involving parents through consistent communication at home. The final tier is determining what is motivating the consistent inappropriate behavior of the student and creating individualized intervention plans (Sayeski 2011). Through tiered interventions and hierarchal sanctions I can maintain classroom discipline.

My classroom management philosophy is built around maintaining respect, building a classroom community, and fostering the development of relationships. By representing myself in a first class, professional manor I will demand respect from students. My class will be centered on engaging lessons from the ring of the bell till the students leaving my room giving minimal time for student misbehavior. By meeting the basic needs of my students mutual respect will develop and a learning community will be created within my classroom. Positive behavior will be maintained through educational incentives and hierarchal, tiered discipline plan.

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