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Philosophy of Classroom Management: Fostering A Positive, Safe Learning Environment
Philosophy of Classroom Management: Fostering A Positive, Safe Learning Environment
Russell Gardner
Dr. Hittenberger
Given the variables within the classroom, including the different personalities,
teacher a structure for classroom conduct, and to allow the students accountability as well. As I
experiences and opportunities to grow rather than punishments, a safe and positive learning
environment whereby students can feel free to interact with one another and the teacher, and
a classroom that values socio-emotional growth as well as multiple backgrounds and cultures.
be consistent in both my treatment of students and the structure of class, since this consistency
in structure and predictability has been proven effective in the classroom (Simonsen, 2008, p.
354). I want to ensure my classroom structure and flow of events stays consistent, offering my
students regular practices of warm up questions and homework presentations at the beginning
of class, and cool downs at the end of class, to provide a stable structure for them. Further, I
want to cultivate an environment where students can feel comfortable with one another, and
329). Establishing table groups at tactfully placing students at these table groups will help
Additionally, as a teacher, I want to ensure the ways in which I interact with students
and the ways in which they interact with each other are positive and restorative. It has been
demonstrated that punitive measures within the classroom should be minimize while
restorative measures should be encouraged (Burden and Byrd, 2003, p. 229). I want to ensure
that any serious conversation concerning behavior can happen outside the view of the entire
class. Students should not feel embarrassed nor challenged by the teacher, so I want to ensure
that students are talked to in a private setting, especially when they have done something to
harm the productivity of the learning environment. Further, I want to ensure that students are
allowed to have a voice in the classroom. This means that when a student is acting out, I will
not provide any matter-of-fact discipline. I will have a conversation with the student in order to
allow the student an opportunity to have a voice in the situation. Given that a number of
factors might influence behavior on any given day, I want my students to feel comfortable to
tell me that they are having a rough day, or that they are in need of a break. It has been
documentation, so students should not face any type of discipline without an accompanying
willingness on my end to observe patterns in student behavior and seek out positive,
Given the necessity for student to interact in a way that is simultaneously productive
and uplifting, I want to ensure the classroom is managed in such a way to promote cultural
receptiveness. I will ensure that my classroom has rules and expectations in place for accepting
behavior and interactions (Weinstein, 2003, p. 271). This will include advocating for
Philosophy of Classroom Management: 4
constructive language only within the classroom, and ensuring that students speak and listen
Given these goals and philosophies for classroom management, I hope to create an
environment where students might even look forward to the classroom activities for the day. I
am optimistic for the implementation of these policies in the classroom, and for students to feel
like they are part of the learning experience with a sense of ownership over their academic
Works Cited
Burden, Paul R., and David M. Byrd. Methods for Effective Teaching. Allyn and Bacon, 2003.
Jones, S. M., Bailey, R., & Jacob, R. (2014). Social-emotional learning is essential to classroom
management. The Phi Delta Kappan, 96(2), 19–24.
http://www.jstor.org/stable/24376155.
Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based Practices
in Classroom Management: Considerations for Research to Practice. Education and
Treatment of Children, 31(3), 351–380. http://www.jstor.org/stable/42899983.
Soodak, L. C. (2003). Classroom Management in Inclusive Settings. Theory Into Practice, 42(4),
327–333. http://www.jstor.org/stable/1477396.
Weinstein, C., Curran, M., & Tomlinson-Clarke, S. (2003). Culturally Responsive Classroom
Management: Awareness into Action. Theory Into Practice, 42(4), 269–276.
http://www.jstor.org/stable/1477388.
Philosophy of Classroom Management: 6
Appendix 1
Planning Given the quick pace of school for teachers once the school year is in motion, I
and think it is important to have at a minimum, a month’s worth of classes looked
organizati over and planned out. This does not have to be in excruciating detail, but I
on steps would want to put more time into this first month’s lessons than the lessons I
before the might plan throughout the year. I think an optimal goal would be to shoot for
school lessons for two months, but this could prove difficult depending on the number
year/class of subjects being taught. This way, I can ensure that the first month, which I
starts would imagine tends to be a hectic month, could be carried out without any
additional energy spent meticulously planning lessons. Further, I would want to
ensure that I have looked over the files for the students in my class in order to
be aware of any EL students, or students with an IEP or 504 plan which might be
in my class. This way, I could ensure that I am prepared and cognizant of any
students in my classes who might need additional attention, or who I may need
to interact with in different ways in order to help them in the learning process.
Finally, I would want to make sure I take time to generally plan out my units for
the year. Whether this needs to be done collaboratively with other teachers
from the same department or individually, I would want to make sure that my
outline for the entire year could be planned in order to see the general lay out
for the entire year. I think by doing these things, I would be equipped to set
myself up for success by knowing both my students and my curriculum well
before the school year even begins.
Setting a I think establishing a growth mindset can be done in a few ways. First, I would
positive want to ensure that my class feels safe and comfortable in the classroom. This
learning will be done through having students sit in table groups, and engaging in fun
Philosophy of Classroom Management: 7
Opening I would like to have several routines in place at the start of class to help
class establish a positive and safe learning environment, and to engage student
routines interest. First, I would like to start every class with something either fun or
(how will you interesting. This could be in the form of an opening question for students to ask
start each
class session one another, such as “if you could have any super power, what would it be and
so that why?” These questions, especially more nuanced questions can help instigate
growth and student interaction and establish a positive learning environment. Further, I
learning start
right away) would like to have a homework routine in place where students are on a
schedule to be the teacher for one homework assignment per day. This way,
each student is given the chance to be the teacher with enough foresight to not
be caught off guard. Students can feel empowered to explain their own logic
and reasoning, and the rest of the class can learn from this student and even
help the student in the explanation. With these two practices in place, I think
students will be engaged in the classroom environment, doing something more
lighthearted and fun, as well as engaging in a regular academic routine that has
low stakes and that can begin the learning process for the day.
Positive -Students should be listening and receptive to others. Given the table group
Behavior dynamic of the classroom, no student should be in a position of power over
Expectatio their peers. Students need to work collaboratively, which will require a listening,
ns (what are receptive mindset.
3-5 -Students should respect one another. This is closely related to the first
Philosophy of Classroom Management: 8
Teaching I think that in general, I will attempt to ask student to reengage with the
positive learning task. Rather than calling out individual behavior, I will instead ask
social students questions concerning the lesson objectives for the day. This helps
skills/addr students to not feel called out or on the spot, but rather to feel a call back to
essing the learning for the day. However, I also acknowledge that there may be times
behavior when students might be less willing to reengage willingly. During these
that does moments, I plan to assess the situation for the particular student. If the student
not align is having a bad day for a socio-emotional reason or if there is some other factor
with I can see playing into the situation, I plan to allow for a little more leniency with
positive the student and see how I can partner with them to both have compassion for
expectatio whatever is going on, and to help the day still be productive and meaningful for
ns (how will the kid. If a student is simply defiant, I may try to give the student a smaller,
you help more manageable task, and ask the student to take a moment and see if he or
students
realign with she is willing to participate in that assignment. As long as the student is not
positive actively disturbing others in the class, I am somewhat okay with providing the
behavior student opportunities to engage and intentionally coming back to him and her
expectations
when they go and check up in a friendly manner, so the student might not feel at odds with
out of me, but perhaps even invited to engage with the learning on his or her own
alignment) terms. I think I would act with a greater sense of boldness if the student was
interacting with the learning of others, and might ask the student directly to
stop their behavior, or even talk down on this behavior privately if needed.
However, my mentality is one of wanting to work with students if possible, even
those acting negatively, in order to partner with them in learning, even if this is
a slow and tiresome process at times.
Turning in As I have graded most of the geometry assignments in my BST class, I have
Assignmen noticed how taxing grading can be, especially if daily graded assignments are
ts/ given. In general, I want to provide students with regular shorter assessments
Grading which I can grade and return within a school week, if not shorter, so that
and students can receive feedback while the knowledge from that lesson is not too
Feedback far in the past. Given tests, I also think that a week grading period is sufficient to
(what will be allow me the time to grade the tests well, and to give students meaningful
your efficient
system for feedback. However, I also think that as a teacher, I want to be strategic in the
student amount of graded assignments I give. Students should be given opportunities to
submission of assess themselves, and to have assignments that do not need to be hand
assignments
and your graded. I want to give graded assessments and feedback at regular intervals
feedback on with the purpose of giving my students feedback on their progress towards
their learning goals. Anything beyond this purpose could prove excessive and overly
assignments)
burden me as a teacher. It is important to find a balance with grading and
feedback so that I might provide meaningful feedback while still catering to my
own needs and health.
implemen learning goals on an equal playing field, with no student in a permanent position
ting of power over any other. I think that table groups will do well to encourage
classroom student collaboration and allow for discussions where students can feel
managem comfortable in the learning environment and empowered to deepen their
ent plan knowledge. However, I think it might also be nice to have moments where
(how will students can demonstrate their knowledge even publicly, so that they might
you assign receive positive reinforcement from myself as well as the rest of the class. I plan
student
roles in
to do this by beginning each class with a homework question whereby one
helping student each day will review an assignment from the previous night’s
make the homework. This will be done according to a set schedule, so each student may
class run in a know in advance when it is his or her turn. This will allow students a moment in
positive class to be in charge and have a sense of leadership, while not perpetuating any
way)
permanent hierarchical roles within the classroom.
Appendix 2
0:15- Class Period Segment This segment will include the explanation for the
0:30 2 learning goals of the rest of class and will outline the
class activities. After this, the majority of this segment
Philosophy of Classroom Management: 12
0:45- Class Period Segment This last portion of the class will be dedicated to
0:60 4 summarizing the learning goals for the day, giving an
assessment for the students to demonstrate their
understanding, and ensuring that students know the
next steps for the class. I will summarize the two
activities we did during class and our learning concepts,
and will hand out cool downs for students to
demonstrate their knowledge for the lesson, giving
them about 7-10 minutes to fill this out. Before the
students leave, I will ensure they know of their
homework assignment, as well as any upcoming quizzes
or tests for the class, or any other general events
happening in the school.
Scenario 2: At the end of your -Given that the students will be given a cool down
class right before lunch, your which will be graded and inputted (though not worth a
students start to mentally check lot of points), there will be at least some motivation for
out of class early, start talking, them to push through the end of class. I think that this
and pack up about ten to fifteen practice in place at least gives students some
minutes before class ends. How motivation to stay engaged towards the end of class.
will you address this in terms of However, if motivation is waning, I will not be afraid to
your overall classroom audible in order to engage students in learning. In my
management plans so that your experience, students often lose interest when they are
students learn out of habit to bored, or have not been engaged for some time. I
stay engaged to the end of your would not be opposed to giving the students a quick
Philosophy of Classroom Management: 14
class, and how will you handle problem to solve related to the learning goal, and even
this on this particular day to bribing the first group or two to finish the problem with
make the change to better candy. Depending on the day and the lesson, I might
practices? also address students directly and ask them to take
their work back out, and perhaps remind them of their
upcoming quiz/test, emphasizing how what we are
learning will show up on their future assessment. To
ensure that this disengagement does not happen, I
think having students utilize their knowledge in novel
ways will be helpful as well. If students are given a
unique task towards the end of class, then they will be
less likely to become disengaged in their learning.