Classroom management philosophy

This cartoon sums up many of the

reasons strong classroom management
skills are very important. Clearly, this
teacher has lost control of her class, zero
learning is happening, and she doesnt
even want to continue as an educator.
This is a dramatized view of the situation
but serves as a strong reminder of the
dangers of not seriously considering
classroom management. A wellmanaged classroom is important to have
because, it provided structure for the
students so they can achieve both
socially and academically. It allows for
various activities to take place
throughout the day with minimal wasted
time. Students feel more confident because they know what to expect and, it creates a productive
learning environment for all.
I generally take an authoritative approach to classroom management. I believe limits should be
placed on students while simultaneously encouraging independence. While enforcing these limits I am
polite but firm. I also recognize that no one is perfect, each situation has different circumstances and
should be viewed accordingly. I am also open to an environment where students can discuss their ideas
but in a productive way.
I believe that a strong classroom management plan should have established rules that are
introduced to the students right from the beginning. These rules should be clear and consistent outlining
procedures, consequences, and rewards. Effective communication between students, teachers, and all
school staff should also be promoted, as well as openness to administration and parental support.

Establishing positive classroom culture

Just as this quote states, I am the

deciding factor in my classroom. A
positive classroom culture starts from
day one. It starts with me establishing
fair rules and procedures for the
classroom and being clear about them.
Students say they dont like rules but,
only when they are so restrictive that it
limits their autonomy and disregards
respect for them. I feel respect is one of
the major components of a positive
classroom culture. I need to respect my
students so that in turn they will respect
me. That does not mean I let them do
whatever they want, or act like a best
friend their age. It means that I expect
high standards from them and make
sure they know that I believe in them.
This type of respect can be gained by
engaging in conversations with each
student about other aspects of their
lives outside of my classroom. It can
also be developed by attending school
functions, or programs that my students
are involved in so that I show my support. It may also be as simple as the way that I react to misbehavior
or situations in the classroom. I must understand that mistakes happen, and those are what we learn
from in order to grow for the future.
There are also some strategies I can implement into the classroom daily. For instance, encouraging
student voices to be heard. Discussion will play a large role in my classroom and I want students to feel
safe to share their thoughts. I can achieve this by sharing good things that are happening and encourage
my students to do the same. This can help me to build relationships with the students and, help me to
get to know them as a whole person. If I encourage students to know that I value each of them, they will
be more willing to try new things or learn from me as the year goes on.

Developing classroom rules and procedures

Leaving the Classroom: If students need
to leave for instance to use the
restroom, get a drink of water, go to the
nurse, etc. they will need to let me know
and then sign out so that I have a record
of where they are. If it is not an
appropriate time, I will let them know
that and tell them when they may go.

- Food and drink: I would start off the

year saying no food or drink in the
classroom except water. I understand
kids may need a snack or something for
medical reasons and I will accommodate
for that. If I notice the students are being
responsible and can handle small snack
or other drinks I would probably loosen
this rule as the semester went on as long
as there was no strict school policy
against it.
- Tardiness: You are tardy if you are not
in the classroom when the bell rings. To
address tardiness, I will look at it from a
case by case basis. I understand
instances occur out of ones control but
if its a persistent issue the student will
eat lunch in my room.
- Late work: Students will be given a due
date for assignments and a deadline
date. Students are strongly encouraged to turn in assignments by the due date but, the deadline
date is the absolute last day an assignment/assessment could be turned in. As long as the work
was completed by the deadline, students could earn full credit. Students who do not turn in
work by the due date must fill out a missing assignment sheet explaining why it is not done and
when they will turn in. This gives me the opportunity to assess whether it is time management
or content the students need help with.
Student absences: If students are ascent they are required to check the absent folder before
coming to me. Then, if they have any questions as after class or set up a time to come get help.
Academic honesty: Cheating and plagiarism are not accepted in my classroom. Depending of
the severity of the issue I will give students the opportunity to re-do the assignment but they
will not receive full credit. They have to learn that cheating is not okay but I still want them to
remediate the issue.
Extra Credit: I will not offer extra credit, although I may offer opportunities to remediate work
in order to meet standards on certain assignments.

I will establish classroom procedures on my own so that they can be implemented from day
one. Although students will have input on deadline dates and I will take any of their concerns
seriously changing classroom policies if appropriate. On a daily basis, students will be expected
to be engaged from the minute they walk in to the minute they leave. To achieve this, I will have
a question or activity for the students to work on right when they enter. This will be used to
activate students prior knowledge from the day before. I will also make it clear to the students
that we work until the bell rings so that we do not waste any time that could be used for
learning. If down time occurs or a lesson runs short, I will most likely review with students to
make sure they understand content or encourage them to be working on any assignments that
are due soon. There will be a folder for students to turn in any assignments at the start of class
as they walk in as well as one for any missed assignment. Learning objectives will be posted on
the white board as they pertain to the lesson. Instead of in the form of students will be able to
I will most likely frame then as I can statements so they are more applicable to the students.
To keep track of student progress, I will keep a record in my computer and encourage the
students to keep a record of their own in a journal. Their personal record allows them to keep
track of their understanding and helps them to track progress. I will use these records to inform
my instruction by viewing student progress based off of formative assessments. If students gaps
in their understanding based on these assessments that is where I will revisit before moving
forward.
Classroom layout

http://junior-learner.blogspot.com/2012/08/commitment-to-students-and-student_2646.html

I liked this image for a classroom arrangement because the students were in groups which
promotes social learning situations both academically and developmentally. At the same time, these
desks can be moved if we were doing another sort of activity that requires a different desk
arrangement. There is also enough room between the desks so that a student who may need the aid of
a wheel chair or other assistive device can move a round easily. I remember observing a student in my
first practicum that used a wheel chair and had to have his own desk in front of the room while all other
students were paired into groups. The room was not big enough to fit all of the desks and allow him to
navigate through easily so he was confined to the front. I remember noticing that he did not like this
and, felt left out from the other students. In my own classroom, I want to eliminate these types of

situation as much as I can. I also want to create a quiet work space on the side for students that may
need a little bit of time to focus away from their peers or calm down if a situation has occurred.
My desk is placed along the middle back wall which gives all students easy access as well as a
good view of the entire room for monitoring purposes. Supplies are right near the door so that can take
care of anything they may need right in the beginning of class. This supports my policy that students are
engaged right when they walk through the door. If they happen to not have certain supply required for
classroom they grab it on their way in and then begin work. On the other side of the board is a student
progress station, this is where I would place a folder for students to check missed assignments if they
were absent. This is also where I would have a folder in which students can turn in their work as well as
remind them of upcoming due dates. I want my students to be autonomous about their learning. They
will be responsible for making up any late work and checking the folder of their own. It is important to
celebrate student work, and I would post it around the room on the various bulletin boards. I-Pads or
laptops will play a key role in much of the research my students will be encouraged to do during class.
Those types of technology are often shared amongst the school or department so I would probably not
have one classroom set. Although, I would have many reference books for students to check out from
the classroom book shelf.
Monitoring classroom and responding to student misbehavior
Certain behaviors will be unacceptable in my classroom. Obviously, any sort of violence, bullying, or
disrespect will not be tolerated. As far as small daily issues, these would include talking when not
appropriate, using cell phones or other forms of technology for personal rather than school use, and
cheating or plagiarizing others work. When I have to respond to student misbehavior, I will first try to
mentally separate the deed from the doer and work to change the deed. This quote is from a book
that has helped to shape my philosophy on classroom management called Better than Carrots or Sticks.
The authors focus on helping students restore positive relationships rather than only being punished or
labeled for a behavior. I agree with this because mistakes are how we learn if reflected upon. When I
have to implement consequences for student misbehavior, I will first consider the behavior and the
motivation of the student behind that behavior. The first offence would most likely be a warning, and
then if it persists, have them eat lunch with me and have a conversation about the behavior and how to
improve the situation. If the conflict involved other students, they would also be included in this
conversation and both parties would be encouraged to remediate the side of the relationship.
To monitor student behavior, I will have my room set up in a way that allows me to move
through the room and see the students at all times. While the students are doing independent or group
work I will also be sure to still be moving through the room so that they know that Im there to monitor
behavior and serve as a resource. When students do get off task, I will maintain calm but firm voice and
tell them they need to change their behavior. If it persists I would pull them aside while other students
are working and have a conversation with them. I will not yell in the classroom unless there is an actual
emergency. Yelling, when unnecessary escalates a situation and, breaks down any respect I may have
gained with the students.
Parents as partners
To form positive relationships with parents, I will contact them via phone or e-mail early on in
the year to focus on positive things about each student. This will help me to gain respect from the
parents early on and, if situations do arise the negative instance will not be my first encounter with
them. I will also maintain connections with parents and inform them of what is happening in my

classroom. To do this, I will send out a brief monthly newsletter describing what we have been doing
and where we will be going. For parent teacher conferences, I will follow the general procedures for the
school that I am working in. I will be sure to review the students work and have examples ready before
parents show up. I want to make sure they know that I know and care about their student. During the
conference I will not focus only on negative things. I will start off my showing the parents an area in
which their child is doing well, and then explain that I care about their success and that is why I feel they
need remediation in whatever area they may need.
If parents are overly involved in their students schooling I will thank them for being so caring
but explain that one of my goals for their student is to become an autonomous learning. Students need
to be encouraged to find what motivates themselves so that they can succeed on their own as an adult.
If a parent is not involved in their students schooling I will most likely encourage them to have
conversations with their students and, give question suggestions to prompt that conversation at home.
Parent involvement on both sides of this spectrum can be a touchy subject because the parent might
assume I am judging them or their parenting skills. That is why I would work to form a trusting parentteacher relationship early so that they know I have their students best interest in mind.