Running head: CLASSROOM MANAGEMENT PHILOSOPHY
Classroom Management Philosophy
Ted A. Pierson
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CLASSROOM MANAGEMENT PHILOSOPHY
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Classroom Management Philosophy
My Classroom Environment
A safe and nurturing classroom environment makes both the students' and the teachers'
jobs more pleasant and less stressful. Minimizing conflicts and distractions leads to meaningful
academic learning coupled with social and moral growth. Each teacher must establish a
classroom environment that is physically and mentally comfortable to all participants, but the
teacher must carefully analyze his personality and style of teaching to set up the proper
classroom.
I have a more jovial, humorous and easy-going teaching style that encourages student
interaction while still being based in order and discipline. I enjoy joking with my students and
they enjoy it as well, but I must be careful to censor my sarcastic humor to avoid belittling
students. I encourage students to be open, honest, and humorous, but strive to teach them the
balance as well regarding appropriate and inappropriate humor.
My classroom is arranged in a traditional row system that all face the front, but it is
furnished with 2-person desks that touch each other. This allows for individual work and a
quick conversion into a pair-share or group-work set up.
I do believe that rules facilitate learning and I have mine posted on the wall. Rules
should not be frivolous and should have a well defined purpose that supports the objectives of
the classroom. My rules are traditional rules that if not followed can cause distractions which
would be unfair to those serious students who want to learn and want to do their best. Most
students understand and appreciate rules, but they have to be applied fairly and consistently to
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create a respectful environment and I try my best to do just that. After a negative
consequence, I make it a point to talk to my student and explain why their behavior was
inappropriate, how they can stay on track in the future, and what I will do to help them. My
students know that even after a negative incident, no grudges are held and each day is a brand
new day with the opportunity to excel.
Strategies to involve all students
Teachers can help involve all students by overplanning their lessons to make them jampacked with activities. Teaching from bell to bell will make the period rush by more quickly and
give students a variety of activities to stimulate learning. The most important tool to keep
students engaged and at the same time limit disruptive behaviors is by giving them plenty of
opportunities to respond during the class period. Even though I rely on what many would see
as a lecture format, I pepper in note taking, DVD instruction, pictures and illustrations,
examples, class demonstrations, selected reading, and tons of questions and answers. Students
have to stay engaged since they know they might be called on at any moment. Some questions
might be straight from the notes on the board while others are meant to get class discussion
going on more controversial or opinioned subjects.
Classes that involve labs or other hands-on activities are very popular and generate a lot
of class discussion and a reinforcement of concepts, but they also come with an extra amount
of off-task behavior and disruptive comments. The teacher must stay fully engaged to keep to
activity within the allotted time frame and the students on focus.
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Another good activity that involves students is the completion of workbook assignments
or handouts with a variety of vocabulary, fill-in-the-blank, multiple choice, true-false, and short
answer questions and writing assignments.
Enhancing student responsibility and social development
Schools, along with families, should be responsible for developing great citizens for
America that are selfless and positive contributors to their communities. Students that are
respectful, responsible, conscientious, and caring with a positive attitude toward life and
learning will make the best students in any subject. These students, more often than not, come
from families that enforce discipline, respect, and responsibility which prepare their children
for learning. Problem behavior is based on each student's experiences and feelings and how
they view the world and their place in it. Students are often compensating for feelings of
inferiority, a lack of security, or a damaged sense of belonging and must be nurtured towards
correct behavior by recognizing their own self-defeating behaviors.
I help enhance my student's social behavior by emphasizing the importance of selfdiscipline which includes personal responsibility. Each student is repeatedly reminded of their
ability to choose their own behavior, control their own emotions, and manage their own
impulsivity. Each student decides how they will act and react, and learning to control those
actions with their mind leads to actions that are deliberate, thoughtful, respectful, and
responsibility. I point out forces in their life which undermine discipline and moral values such
as their choice in friends, music, television, and other entertainment media.
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I also base part of their grade on citizenship and have created a rubric (see below) for
grading their success each term.
CITIZENSHIP RUBRIC
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4
3
2
1
CONDUCT
actively
engaged
with the
lesson by
taking notes
and
positively
participating
in discussion
raises hand
to ask
questions
and
addresses
the
instructors
properly
quiet and
attentive
not following Often disturbs
classroom
the class
lesson
and/or
talking to
neighbors
PARTICIPATION
leads the
class in
discussion
usually
participates
often
participates
occasionally
participates
seldom or
never
participates
EFFORT
completes all on-time,
work on
high quality
time and
work
seeks and
completes
additional
assignments
or projects
for extra
credit
usually on
time and
willingly
works on
assignments
often late
and minimal
quality effort
seldom or
never
completes
works on time
ATTITUDE
optimistic
and
enthusiastic
leader
polite and
attentive
follower
lazy and
lackadaisical
unprofessional
disciplinary
problem
positive role
model
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The four graded areas are Conduct, Participation, Effort, and Attitude. Students can measure
themselves against the rubric to see what behaviors and tasks they should emulate to receive full credit
for citizenship. This rubric can also be referred to during conflicts in class to point out how they may be
affecting their grade by displaying poor citizenship.
Philosophy on reward and punishment on student motivation
Rewards and punishment can be useful tools in reminding students of inappropriate
behavior and its affect on the classroom or their personal learning. I think the punishment
should fit the crime though and do not believe in a "one size fits all" approach to classroom
management. While it's necessary to have a range of consequences in mind, each situation
should be handled based on the merits of the situation. What a teacher cannot do though is
make idle threats that are seldom or randomly followed through. If I say I will do something, I
am compelled to do it, so I carefully consider my words when doling out rewards or
punishment.
One of the best rewards though is just sincere praise. Most students value the intrinsic
reward of an "attaboy" and will continue to stay on track for these well-timed accolades.
Overall though, students should not be performing for rewards or to avoid punishment like a
house pet. They have to understand the entire school is there for them, to help them learn, to
help them grow, and to help them prepare themselves for great and productive futures. It is up
to them to take advantage of the awesome opportunity of a world-class education and that is
the biggest reward of all.
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Summary
Managing the classroom environment is a critical element in putting students on track
to succeed. High School comprises the four most important years of their entire lives in setting
themselves up for a triumphant life and future. Establishing a safe and nurturing learning
environment for all students, providing them numerous engaging learning activities, and
enhancing their social development are the minimum required responsibilities of a teacher.
We as teachers are second only to their families in providing the necessary tutelage and
conducting ourselves as positive role models as they transition from children into adults.