My Philosophy on Classroom Management
I believe in student directed management, collaborative learning, and cooperative discipline. I think it is vital to not only help children learn academically, but to help them learn life skills that will be of benefit to them for the rest of their life. I believe that students can control their own behavior; thus, it is my job to help students learn how to make their own choices/decisions and most importantly, to learn to think for themselves. Likewise, "student- directed models of management advocate the establishment of classroom learning communities, which are designed to help students become more self directed, more responsible for their own behavior, more independent in making appropriate choices, and more caring toward fellow students and teachers" (Levin & Nolan, 2010, p. 87). Additionally, I feel that behind every behavior there is a reason. I think it is important to ask, "why is this behavior occurring?" I do not believe that children misbehave just for the sake of misbehaving. I strongly agree with Linda Albert's Cooperative Discipline, which states that, "most misbehavior occurs as students attempt unsuccessfully to meet a universal psychological need- the need to belong" (Charles, 2002).
In addition, I feel that in order for students to perform well academically and to display good behavior, a safe environment is essential. First and foremost, a child needs to feel safe along with a sense of belongingness above anything else. Moreover, to create that safe- environment feeling, I believe all students need to feel comfortable with not only me, but also one another. Therefore, community-building activities are of the utmost importance to a classroom all year round. Accordingly, "deliberately focusing on group- building helps create the trust essential for active collaborative learning" (Denton & Kriete, 2000, p. 4).
Furthermore, I believe in giving students a variety of choices in addition to encouraging students to make their own choices. I truly believe that "students can learn to make good choices only if he has the opportunity to make choices" (Levin & Nolan, 2010, p.89). For example, my students will always have choices when it comes to assignments and my students will make all classroom decisions together. They will also create the classroom rules and consequences. So, if a student breaks a rule that the class, together, created, then the student will follow the consequence that was decided upon. However, I do not believe it is my job to make sure that students receive a consequence; I feel it is my job as a teacher to discuss what the problem behavior was, which rule was broken and ways that the student can improve for next time. Moreover, "the role of the teacher is not to punish the students with behavior or academic problems but rather to find ways to help the student overcome the problems" (Levin & Nolan, 2010, p. 91). My goal is to help students solve problems/ issues, not stop them temporarily.
Essentially, in my beliefs children can control their own behavior. However, if a need is unmet, misbehavior will most likely occur. Additionally, to meet the needs of students and to enable collaborative learning, a safe and welcoming environment is crucial. Collaborative learning will teach students how to work with peers who share both similarities and differences. Also, the choices I will provide in my classroom will teach students that they can control their own behavior.
I believe that my management style will help my students throughout their entire lives.
I believe in student directed management, collaborative learning, and cooperative discipline. I think it is vital to not only help children learn academically, but to help them learn life skills that will be of benefit to them for the rest of their life. I believe that students can control their own behavior; thus, it is my job to help students learn how to make their own choices/decisions and most importantly, to learn to think for themselves. Likewise, "student- directed models of management advocate the establishment of classroom learning communities, which are designed to help students become more self directed, more responsible for their own behavior, more independent in making appropriate choices, and more caring toward fellow students and teachers" (Levin & Nolan, 2010, p. 87). Additionally, I feel that behind every behavior there is a reason. I think it is important to ask, "why is this behavior occurring?" I do not believe that children misbehave just for the sake of misbehaving. I strongly agree with Linda Albert's Cooperative Discipline, which states that, "most misbehavior occurs as students attempt unsuccessfully to meet a universal psychological need- the need to belong" (Charles, 2002).
In addition, I feel that in order for students to perform well academically and to display good behavior, a safe environment is essential. First and foremost, a child needs to feel safe along with a sense of belongingness above anything else. Moreover, to create that safe- environment feeling, I believe all students need to feel comfortable with not only me, but also one another. Therefore, community-building activities are of the utmost importance to a classroom all year round. Accordingly, "deliberately focusing on group- building helps create the trust essential for active collaborative learning" (Denton & Kriete, 2000, p. 4).
Furthermore, I believe in giving students a variety of choices in addition to encouraging students to make their own choices. I truly believe that "students can learn to make good choices only if he has the opportunity to make choices" (Levin & Nolan, 2010, p.89). For example, my students will always have choices when it comes to assignments and my students will make all classroom decisions together. They will also create the classroom rules and consequences. So, if a student breaks a rule that the class, together, created, then the student will follow the consequence that was decided upon. However, I do not believe it is my job to make sure that students receive a consequence; I feel it is my job as a teacher to discuss what the problem behavior was, which rule was broken and ways that the student can improve for next time. Moreover, "the role of the teacher is not to punish the students with behavior or academic problems but rather to find ways to help the student overcome the problems" (Levin & Nolan, 2010, p. 91). My goal is to help students solve problems/ issues, not stop them temporarily.
Essentially, in my beliefs children can control their own behavior. However, if a need is unmet, misbehavior will most likely occur. Additionally, to meet the needs of students and to enable collaborative learning, a safe and welcoming environment is crucial. Collaborative learning will teach students how to work with peers who share both similarities and differences. Also, the choices I will provide in my classroom will teach students that they can control their own behavior.
I believe that my management style will help my students throughout their entire lives.