Philosophy of classromm management

They are responsible for motivating, organising, managing, and teaching the students.

Philosophy of classromm management

From the beginning of the school year, teachers should continually work to improve the classroom environment, and ensure that every student understands all expectations for the class.

In doing this, teachers can limit or reduce common misbehaviors by outlining expected behaviors and corresponding consequences when rules are broken. However, when rules are broken, teachers need to be mindful of their reaction to the misbehavior and make a conscious attempt to support the student in ways that will Philosophy of classromm management reduce the possibility of the misbehavior occurring again, as well as work to get the student to understand the implications of their actions that will lead to them accepting responsibility for their behavior Charles, Inclusive Environment Creating an inclusive environment is accomplished by implementing on primary expectation in the classroom: Through respectful relationships with Philosophy of classromm management, teachers are able to ensure that students are comfortable actively participating in classroom activities and interactions Charles, Teachers should attempt to take as much time as possible to work with students in small groups and individually.

This will allow for more opportunity to build these relationships, which are vital to making students feel as if they are an important member of the classroom community.

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By modeling these expectations, students have an active model in which to draw upon when thinking about the implications their own actions will have on the classroom.

While teachers want to be fair, students will be treated differently based on their individual characteristics Charles, Motivating Students Motivating students can be a grueling task, one that requires planning and effort on the part of the teacher to ensure students gain the internal drive needed to become, or remain, successful students.

Formative assessment has long been the primary motivator teachers have used to accomplish this task, however it has been found over the years that students only become motivated to get the grades they need, rather than want to succeed Nolen, Commonly heard in classrooms are complaints of irrelevant lessons and coursework, leaving students to ask themselves if they really need to learn what their teachers are teaching them.

In this environment it is no wonder that students are unmotivated. Legislative actions such as No Child Left Behind has made high stakes testing models the basis of teacher accountability, teachers have been restricted to feeling as if these tests and other assessments like them should be the basis of motivation Spring, Using authentic activities that are relative to real life situations can be a self-motivator in that students can actively see the results of their work Gilchrist, Theorists, and teachers alike, are beginning to understand that teachers themselves are unable to force students actions Charles, By using authentic activities and showing students the relevance of their education, educators are better able to get students motivated to not only do their work, but also understand responsible behavior that will eventually translate into heightened levels of professionalism in their professional careers.

Student motivation is not limited to formative assessments and other learning tasks and is also vital to limiting common student misbehaviors Charles, Classroom misbehavior is often a distraction to learning for everyone involved and can be detrimental to the success of the disorderly student s and the other students, as well.

To accomplish this task, teachers need to focus on maintaining productive, yet respectful, relationships with students that make them feel comfortable in the classroom and with the teacher Charles, If students are uncomfortable, they will naturally be less likely to want to do when experiencing that feeling.

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At the high school level, this can be a difficult task considering the amount of students a teacher can have throughout the day. High school students are impressionable, giving teachers the ability to use their own actions as a guide for student behavior in the classroom Ormrod, If teachers make a point to treat each student respectfully, they are better able to get students to act in the same manner towards them, as well as the other students in the class.

To continually build these relationships, teachers should take time during class to speak with students about their progress and allow them to express any questions or concerns they may be having Charles, By doing this, the teacher can take student opinions into consideration during planning, and can adjust activities and personal actions accordingly to create an environment the students want to be in.

To do all of this, teachers simply have to strive to be a better human being themselves. Educators should employ a positive attitude toward education and showcase an enthusiasm that students will want to duplicate, as well as treat all students with respect, show a need to be an active participant in their education and that their opinions are considered when making decisions regarding class activities.

Obviously, though, discipline will not be absent from the classroom considering behavior problems are almost guaranteed to occur.

It can be easy to become frustrated and respond harshly to unwanted behaviors, but educators should consider the long-term implications of their actions.

It is best for teachers to maintain the course of action laid out in the behavior plan established at the beginning of the school year, and then take the appropriate measures to get the student to take personal responsibility for their actions and understand the need to limit them in the future.

This will ensure fairness among all students in the class, as they will all have the same course of discipline for misbehaviors Charles, Maintaining Standards of Classroom Behavior The key to maintaining a productive classroom environment is preventing problems before they occur, and responding to issues effectively.

Teachers should outline rules and expectations to the class, and take time at the beginning of the year to ensure all students understand them.

My Philosophy of Classroom Management | SHANNON SEWELL'S PORTFOLIO

Also, by keeping students occupied with instructional activities, misbehaviors can be reduced because students are engaged in their work. Further, teachers should strive to respond to issues in the classroom responsibly and with understanding.

Philosophy of classromm management

Students are likely to react negatively after they have been harshly or unfairly disciplined, which can have adverse effects on their progression Gulcan, If problems persist, individualized interventions should be determined and implemented to help reduce their occurrence.

Conclusion Classroom management plans should revolve around one major aspect, respect. Current theorists have found that students are more responsive in an environment that promotes respect towards every member of the class, from the teacher to every student Charles, Along with this sentiment, other expectation must be known by the students to maintain a successful classroom.

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Furthermore, teachers should view their students as equals, and treat them with respect and dignity. Creating an environment that encourages active student participation through authentic activity and respects individual student progression will get students to become more involved in their education, resulting in continual achievement and making them find them enjoyment that comes from continual education.[Name] Classroom Management [Date] Classroom Management Plan.

I believe Classroom Management is the key component in any educational setting. I believe that if students are in a safe environment, then learning can take place.

Jul 09,  · My personal classroom management philosophy is based on a combination of theories and models. Skinner’s positive reinforcement is effective to me in encouraging students’ good behaviour. Redl and Wattenberg’s group dynamics are in line with my co-operative leaning approach and their situational assistance concept is useful for teaching arteensevilla.com: Nyla's Crafty Teaching.

RUNNING HEAD: PHILOSOPHY OF EDUCATION 1 Philosophy of Classroom Management Mathew Bowen Mount Vernon Nazarene University PEL – Classroom Management ISMNW Dr.

Mark Nielson June 5, PHILOSOPHY OF EDUCATION 2 Philosophy of Classroom Management The cornerstone of classroom management is having an understanding how to get students to accept .

Philosophy of Classroom Management An important role of the classroom teacher is classroom management. In my classroom, three things that will play an important role in my classroom management are: providing the students with a safe environment, having a reward/consequence system established, and building personal relationships with .

Classroom management is developing and reinforcing student behavior and responsibilities in the classroom. A teacher's classroom management philosophy will shape how the management plan is . My Philosophy of Classroom Management Classroom management is a term used by teachers to describe the process of ensuring that classroom lessons run smoothly despite disruptive behavior by students.

This term can also refer to the prevention of disruptive behavior.

Philosophy of Classroom Management