Personal Classroom Management Philosophy Paper

Personal Classroom Management Philosophy

My first philosophy is to be a guide to students and help them to create an environment in which they are able to learn from. This is important because students need help to set rules, limits, logical rewards and consequences for their behaviors, and someone consistent in following through with the consequences. By helping them set the rules and limits, it does not mean that I will be setting the rules alone, I will be working with them to decide a set of rules that are appropriate, and carrying out the consequences and rewards that entail. By doing so, students will be accountable their behavior and the rules. They will also know what to expect from me and what certain behaviors will result in. As

This is essential because when students are passively absorbing information and sitting in lessons, its when they tend to act up, as so supported byJones (2001a) that says “When passive, they tend to disengage from the lesson and turn to talking, daydreaming, or looking out of the window.” (As cited by Building Classroom Discipline, 11th Edition, C.M Charles, 2014. Pp257.) Also, we have learnt from chapter 12 that “when students are involved in lessons they truly enjoy, the don’t misbehave much” (Building Classroom Discipline, 11th Edition, C.M Charles, 2014. Pp257), thus crafting lessons that engage students by varying the means of delivering the lesson using relevant multi-media, visual and auditory tools will provide a means for me to attract and hold their attention. It would be a good way to get them involved in the

In the chapter of structuring the environment, it is said that rules “provide the guidelines for those behaviors that are requited if teaching and learning are to take place.” (Principles of Classroom Management: A Professional Decision-Making Model, 7th Edition, James Levin and James F. Nolan, 2014. Pp157-158.) The reason for two approaches of developing rules is because students at different ages need to have different levels of democracy when it comes to rules. With lower primary students, applying the strategy of assertive discipline would help the students by clearly defining limits, rewards and consequences and helping them uphold the rules by being consistent in the giving out of rewards and consequences. This allows them the opportunity to learn what are the acceptable behaviors to create a good learning environment. For upper primary students, more autonomy can be given, and they should be allowed to have a say in the rules. I would do this by spending the time on developing the rules with my students, giving them the opportunity to create rules and consequences. My role would be to guide them in developing rules that would help in creating a good environment for their learning. By doing so, it would allow my students to be responsible