Philosophy of Classroom ManagementInitial Considerations-Classroom management is… the binding force between students and teachers that contributes to a positive classroom environment. Through a mutual exchange of cooperation, respect and trust, the teacher and students will form a supportive and inclusive community. Learners will support each other and the teacher will facilitate learning. In the classroom, students should feel capable, connected, and competent (Charles/Albert, 2002). Mistakes and misbehavior will be addressed as a learning opportunity in ways that build confidence and recognize achievement. An exchange of affirmation, acceptance, attention, and appreciation will foster positive relationships between the teacher, students, and their peers. The learners will recognize and build upon each other’s strengths, while cooperating to address any weaknesses. Students should feel as though they belong in the classroom, as well as contribute to the development of the class, school, and community, motivated by a desire to help each other and protect our environment.
Peer feedback-
promoting a sense of belonging and togetherness in the classroom community. I believe this will also address the needs of learners from collectivistic backgrounds. Additionally, my inclusive management style will promote harmony in the classroom. Classroom management can be transformed to harmony as the students and teacher collaborate together to create an environment that promotes discovery and learning. Internship implementation-In my internship experience, I have found that while I am unable to orchestrate the classroom in the ways I would hope, there are still opportunities to incorporate my unique philosophy. Everyday, I ensure that each of my students feel valued, supported and accepted. I take an active interest in their lives in and outside of school, not only through conversations but in their academic learning. Additionally, I consistently recognize student's achievements to support their feeling of competence. While grading papers, I include supportive feedback and positive reinforcement to recognize their accomplishments. I hope that students can view my CT and I's classroom as a comfortable environment in which they feel a sense of ownership. To accomplish this, I have posted student work throughout the room and hung student-contributed anchor charts in visible places. I treat my students with trust and respect and encourage the students to work cooperatively at all times. When students misbehave, I strive to discover what is causing the inappropriate or undesirable behavior and consider the needs of the student. In the future, I hope to structure student's sense of contribution by motivating them to learn while promoting environmental awareness and conservation.
Charles, C. M. Linda Albert's 'Cooperative Discipline'. In Building classroom discipline. Boston. Allyn and Bacon. 2002. Ch. 5. pp.
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