Philosophy of classroom management
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School
Albany State University *
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Course
MISC
Subject
Philosophy
Date
Feb 20, 2024
Type
docx
Pages
3
Uploaded by LieutenantProton12414
As I reflect on my philosophy of classroom management, I had to first think about my morals and values and ensure that I am using the practices of my core being to create a safe and engaging environment for all students regardless of their culture, back ground of unique exceptionalities. My philosophy of classroom management is promoting an environment that students enjoy and want to learn it by exemplifying the expectations I require them in myself and the way that interact with my colleagues and students. My philosophy is based on practicing what I preach which is rooted in respect, rapport, and integrity. With regard to respect treat others how you want to be treated. Building healthy
relationships and trust with students. Operating with integrity, by handling all students with dignity and fairness by setting clear expectations in the very beginning. Students are provided with expectations on the first day of class these expectations are reiterated daily through routines, as well as equal and consistent praise for good behaviors, and consequences or discipline for poor behaviors. We use the PBIS model “Positive behavioral interventions and supports (PBIS) which is a schoolwide systems approach aimed at establishing positive student culture and individualized behavior supports necessary to create a safe and effective learning environment for all students “(Sugar & Horner, 2009). In addition to creating an engaging environment, that allows students to collaborate and feel empowered to engage
with the curriculum. In addition to motivating students to challenge themselves to grow and apply themselves with proper support. The benefits of effective classroom management help to build relationships, establish classroom culture which promotes community, facilitates accountability and accommodates diversity through collaboration. Variables like class size, student achievement, discipline, and environment effect student behavior and learning. For example, large class sizes can present a challenge in building rapport, whereas small classes allow educators to build greater relationships because they have the ability to rapport and engage with more students at once. Student achievement can be made
accessible to all students through accountability for actions, class work, and embodying the expectations of the classroom and school. In addition, the accommodation of diversity through collaboration, is can be created by grouping students in a heterogenous way to facilitate interaction, and promote community among students and their peers regardless of culture, socio-
economic status or students’ unique needs. All of these factors impact learning and behavior in different ways amongst students. Home, social, and educational experiences have shaped our personal philosophy of classroom management and student engagement. Personally the, foundation of my morality shape my classroom management style and student engagement. I have a Christian background which is what my philosophy is based on the golden rules of humanity. Treating students with respect, dignity and equality are at the forefront of that. As well as, being a beacon of light and empowerment to all that I encounter. I encourage my students to operate with integrity in all things, by doing the right thing when no one is looking which is a principle I was raised on. I will always remember how my high schools held us accountable for our grades, our actions and deadlines which has impacted the way that I engage with my students. Holding them accountable for the things they have control over which are the way they engage in curriculum, the things they do and turning in all assignments from the beginning I et them how important accountability.
Technology play a role in my philosophy through the integrity aspect as well as creating global and innovative leaders. I charge mt students to be responsible enough to complete the activities assigned and use the Chromebook with integrity. Furthermore, I remind them of how the accessibility of
technology and evolution of such access can help with learning. In creating an engaging environment, I allow student choice, collaboration and community. Technology has its pros and cons but certainly helps
to engage and inspire student discovery and application, when used in a way that facilitates independence and responsibility in face to face and virtual environments. “Digital learning tools allow children to engage and interact with content, forcing students to harness their creativity to overcome challenges, create content and personalize their own learning experience.” (How Do Technological Tools
Enhance Children’s Creativity? | Edges Daily, n.d.)
The foundation of my philosophy is solid, and remains the same. However, the implementation from year to year is ever evolving based on the needs of my students. For example, prior to this year, I have never had to use a behavior chart however, working with a younger group (sixth grade) transitioning into a middle school environment it was necessary to help facilitate more positive behavior
and decrease the number of disruptions. This concept was foreign to me but I approached it with an open mind, self-reflection and willingness, which has improved the behaviors drastically, allowing for more productive class time. This has been a big win for my team and I as we prepare to close out the semester. While my personal philosophy is always evolving from year to year to cater to the needs of my students, and the implementation of my expectations. The foundation of my philosophy is solid, and remains the same. How Do Technological Tools Enhance Children’s Creativity? | EdNews Daily
. (n.d.). https://www.ednewsdaily.com/how-do-technological-tools-enhance-
childrens-creativity/#:~:text=products%20and%20processes.-
Sugai, G., & Horner, R. H. (2009). Defining and describing schoolwide positive behavior support. In W. Sailor, G. Dunlop, G. Sugai, & R. Horner
(Eds.), Handbook of positive behavior support
(pp. 307–326). Springer Publishing Company. https://doi.org/10.1007/978-0-387-09632-2_13
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