Classroom Management

Classroom Management

Classroom Management – Broyer

Philosophy of Classroom Management

DESCRIPTIVE STATEMENT:

The purpose of this document is to outline my core values and beliefs concerning classroom management and reflect upon a flexible plan balancing classroom and remote (e.g., @homelearning, E-learning) circumstances. I incorporate my ideology, theory, and strategies to guide my beliefs, focusing on relationships, respect, collaboration, social-emotional support, and academic achievement. In my experience, I recognize that not all management models work with all age levels or class communities. Therefore, I continue to reflect and adjust my classroom management plan to further my teaching philosophy and consider diverse learner needs.

PHILOSOPHY STATEMENT:

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To develop an effective classroom management plan, I believe it needs to align with my teaching philosophy, incorporate research and theoretical-based approaches, and reflect my professional classroom experiences. I feel a management system should consider relationships, student-centered learning, self-accountability, building a community, and integrating real-world applications. As teachers, I believe our responsibility is to model, teach, and encourage positive behavior through social-emotional learning (SEL) and positive behavior intervention strategies (PBIS). Hence, my management goal is to promote our students’ social-emotional development, enhance digital and community citizenship, and encourage academic success.

In my teaching experience, I believe my classroom management philosophy includes a variety of theorists and approaches. Also, I do not feel one theorist or model serves all learner’s needs. My proactive management philosophy aligns with a combination of comparative theorists promoting relationships, consistency, cooperative learning, motivation, self-reflection, and self-accountability. Each theorist aligns with my prior professional career, teaching experiences, and principles. Moreover, I believe including influential theoretical practices supports my preventative and holistic management style.

Furthermore, my classroom management philosophy focuses on individual student needs, structure, organizational skills, self-regulation, and self-competency. In doing so, I can encourage an atmosphere concentrating on care, consistency, and credibility. Thus, my management philosophy serves as a foundation grounded in theory and offers a proactive and positive (PBIS) management approach.

“TOP 10” – BELIEFS:

  • 1. I believe developing trust-based relationships by satisfying learning needs to support motivation.
  • 2. I believe the teacher acts as a facilitator to guide, model, and explain content connections support academic achievement, and develop life skills.
  • 3. I believe the teacher takes accountability to teach and guide students’ transition to behavior self-accountability.
  • 4. I believe in classroom positive behavior intervention supports (PBIS) assist and guide students to cognitively reflect and make good behavior choices.
  • 5. I believe in co-creating a classroom constitution concerning rules and behavior expectations.
  • 6. I believe in creating a classroom community to promote self-competence, value, and self-worth.
  • 7. I believe in creating a classroom community to promote self-competence, value, and self-worth.
  • 8. I believe teachers should handle behavior issues privately while keeping student dignity intact.
  • 9. I believe teachers should encourage their students.
  • 10. I believe teacher consistency, routines, and procedures, foster a safe learning environment.
  • CONCLUSION:

    Overall, my classroom management philosophy and beliefs support individual learning needs and positive behavior motivation. By incorporating relationships, procedures, and consistency, I can provide a structured, safe classroom, and 21st-century learning environment. Thus, my classroom management philosophy reflects my viewpoint throughout the management plan document.

    “Step with care and great tact and remember that life’s a great balancing act.” ~ Theodor Seuss Geisel (Dr. Seuss)