Classroom management philosophy PRAC2 A2
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Open Colleges *
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Course
PRAC2
Subject
Philosophy
Date
Jan 9, 2024
Type
docx
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1
Uploaded by ProfOwl3544
Classroom management philosophy
Introduction
Creating and maintaining supportive, inclusive, and safe learning environments can be built through a positive teaching and learning relationship between students and teachers. As an educator, I value a diverse and inclusive classroom, and students will be expected to treat other students fairly and in a non-racist manner, which will enable each student to have a positive learning experience in my classroom and feel a sense of belonging (NSW Department of Education [NDE], 2021). Individuals have unique learning needs (Churchill et al., 2015, p. 14). As a teacher, it is my responsibility to identify and help my students bring out their unique individuality. I am responsible for the quality of experience that each student receives in my classroom during the developmental stages of their lives and for appreciating the richness of each classroom (Churchill et al., 2015, P. 6). Children’s Growth and Development
The growth and Development of children of similar ages vary, and a classroom contains various and diverse abilities children. However, as a preservice teacher, it is important for me to know the most common similarities in the growth and development of the students I will work with within my placement. As I am going to the Year 6 classroom, the students in my class will be from 11 to 12 years
old. In this stage, students reach milestones in their language, social, emotional, and moral development in addition to physical development, in which they’re reaching puberty (Duchesne et al., 2022). The executive function of the brain develops at this age. Therefore, students in this age range should be able to confidently transfer knowledge and concepts to new learning and become better at rule-based understanding (Duchesne et al., 2022, p. 54). Social development characteristics such as the focus on forming relationships, providing importance to peers, and a sense of self-
identification dictate this stage (Whitton et al., 2015, p.227). Along with these typical characteristics, in my classroom, there is a student who is diagnosed with ADHD, EAL/D, and groups of students who show learning ability above the average.
According to the above understanding, different approaches and strategies and differentiated lesson plans are needed in my classroom. I will promote Productive Pedagogies by emphasising student-
centred learning, scaffolding, and an inclusive learning environment (Churchill et al., 2015, p. 262). In
my lesson plans, I will create activities where students can work in groups. I will provide direct instruction to scaffold students who need additional learning support and rich tasks for the gifted student group. Also, after every lesson, I will reflect on myself to further enhance my next lesson.
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