Classroom Management Philosophy

Classroom management is a crucial component in maintaining a structured, functional, and

successful classroom. It is a process that ensures that classroom lessons will run smoothly, even when

there are disruptions and distractions. Classroom management also encompasses strategies that educators

utilize to prevent negative behavior before it happens and maximize learning time. In order to create a

culture for learning that promotes the success of all students, I plan to research and examine important

principles to incorporate into my classroom. In my opinion, the most important principles that teachers

should consider in the development of a productive and positive classroom are the learning environment,

relationships, instruction, cultural responsiveness, and discipline management.

A supportive and effective learning community encourages students to express their thoughts,

perspectives, and ideas. As a teacher, it is my goal to establish a learning environment that is not only a

safe place for students to communicate their opinions but also is set up for high academic achievement. I

want my students to not be afraid of risk taking and thinking outside the box. The learning environment in

my classroom will embrace innovativeness and challenge norms. I will strive to create a learning

environment that contributes to the development of a caring community where students work together and

with me to accomplish goals, solve problems, and reflect about what has been learned and will be learned

in classroom meetings. Through these strategies, I will create a classroom community that reflects upon

issues, values respect and teamwork. In addition, I will provide the necessary support for students to

complete challenging and meaningful work, assign fun and authentic assignments, and offer autonomy

and responsibility in learning to encourage student engagement.

Strong teacher-student relationships lead to an increased engagement in learning, better behavior

in class, and higher levels of academic achievement. When teachers take time to build interpersonal

relationships with their students and listen, it illustrates how they are not only present to teach, but also to

care for and guide students to success. Students who like their teachers are more likely to respect them

and thus less likely to exhibit disruptive behavior in class. Teachers should build relationships with all of

their students through listening, an interest in their activities outside of the classroom, and encouraging

statements. I want to get to know my students on a personal, human level. To me, they wont just be

another set that I need to have on course to graduate or score well on standardized exams. I will show
interest in each students individual life, converse with them, and offer opportunities to practice important

life skills. As an adult role model, I will have the ability to show students the importance of making

connections with other people. Students will encounter relationships in all areas of their so obtaining the

skills and knowledge to maintain relationships are a valuable tool to teach. I hope students will share their

hobbies and dreams with me, ask for my opinion and guidance, and look up to me.

It is also crucial that teachers build relationships with the parents/guardians of students. The

teacher, student, and parent/guardian are all on the same team. Parents should not view teachers as just

bearers of bad news. When parents and teachers share relevant information with one another, they are

both better equipped to help the student succeed both at home and in the classroom. Parents can help

teachers manage behavioral issues that arise with their experience and extensive knowledge of their

children. I think it is important for teachers to use parents as an additional resource to identify the most

successful way to teach and discipline students. Students do not always openly and voluntarily

communicate what is going on, especially during their adolescent, pubescent years. Parents and guardians

can provide valuable insight to what may be causing disruptive behaviors and how to create the most

effective plan to eliminate it.

Teachers should utilize a variety of different instructional strategies to relay information to

students. When students are involved in a curriculum that is interesting and challenging, they often do not

disturb the learning environment. I believe that a large portion of the disruptions and negative behavior

stems from boredom, frustration, or feelings of powerlessness. Teachers should have students working

with different technologies, methods, and media to encourage high levels of engagement and address all

learning styles. In addition, students should be given more choice in their work and behavior.

Empowering students with increased autonomy and decision making gives students opportunities to think

before they act and hopefully partake in good behavior. I hope there is a never a day where students dread

my class. I want students to look forward to the activities that they will participate in and have fun while

learning.

Cultural responsiveness encourages acceptingness, embracing the new and different, and the

concept of becoming global citizens. Classrooms are filled with students with different levels of learning

and understanding, goals, interests, and cultures. Teachers cannot make assumptions about culture and
should celebrate the different perspective and ideas that each student brings to the table. At times, cultural

differences can lead to misunderstandings, confusion, or conflict. Thus, it is important for teachers to

promote a sense of cultural responsiveness in their classrooms. Teachers should model culturally

responsive behavior to students and teach students the importance of being able to work with everyone in

class. I will expect my students to be polite and respectful at all times.

It is especially important for teachers to address new students or English Language Learners

when giving directions regarding behavior or tasks. Students who do not understand what to do are more

likely to disrupt the learning environment. In my opinion, teachers need to realize that the Western way of

learning is different from many other customs and thus certain behaviors that may seem disrespectful are

not intentional. I believe that cultural responsiveness is one of the most important principles teachers need

to encourage within the classroom. The American school system is a giant melting pot of ethnicities and

cultures. Though I will embrace and celebrate cultural differences, I also hope to transcend individual

cultures and break away any personal stereotypes or assumptions through an overarching classroom

culture that relates to each students beliefs and actions. I want my students to identify with not only their

personal culture but the classroom culture as well. I hope my students will be proud to be apart of my

class.

Teachers should have a discipline management plan in place to address bad behavior and issues

that arise in the classroom. They should be able to assess the situation and approach the misbehavior with

a planned and effective approach. At the beginning of the year, I will clearly communicate the

expectations and consequences for misbehavior. In addition, I plan to collaboratively work with the

students to create a Classroom Code of Conduct or social contract. By working with the class, teachers

can foster a sense of belonging, offer power and control, and give a degree of freedom to the students in

the learning and schooling process. Teachers are expected to enforce the rules consistently throughout the

year without any exceptions. When misbehavior occurs and rules are broken, I will be ready to invoke

appropriate consequences in a firm manner. Consequences will never be humiliating or unfair but

appropriate and logical. Teachers should also help students prevent any further inappropriate behavior.

Though a teachers main responsibility is to teach their content area, they are instrumental in the social

and ethical developmental of their students. I want to teach students how to make good choices and
understand that they are responsible for the outcomes of their decisions and learning from their mistakes.

Students need to realize that once they are adults, they will be responsible for their actions and dealing

with whatever implications that come with them. To do this, I will involve students in creating solutions

for eliminating problem behavior. I hope this strategy will show my students the connections between

choice, responsibility, and consequence. At the same time, I dont want my students to stay hung up about

past decisions but focus on the future and what is to come.

Teachers have one of the most important jobs in the world. They are shaping the minds of

students that are destined to become future innovators, leaders, and public figures. Educators have been

aware that behavior problems can keep students from maximizing the amount of learning time within a

classroom. Putting together a cohesive classroom management plan allows time for teachers to respond

thoughtfully and effectively when problems arise. I believe that with a comfortable and exciting learning

environment, meaningful bonds between teachers and students, differentiated instructional strategies,

cultural responsiveness, and structured discipline management, I will be able to maintain a great

classroom that students will look forward to coming to every single day. I hope to be a teacher that

positively impacts students and not only demonstrates a passion for Spanish, but also teaches the

necessary life skills to succeed.

From Discipline to Community: Alfie Kohn

Logical Consequences: Rudolf Dreikurs

Cooperative Discipline: Linda Albert

Positive Discipline: Jane Nelson, Lynn Lott, and Stephen Glenn

Discipline with Dignity: Richard Curwin, Allen Mendler, and Brian Mednler

Win-Win Discipline: Spencer Kagan

Burden, P. R. (2010) Chapter 2: Models of Discipline. Classroom Management: Creating a Successful

K-12 Learning Community (4th ed., pp. 15-40). John Wiley & Sons, Inc.

Burke, J. (2008). Classroom Management. New York, NY: Scholastic Inc.