Brandon Coleman

Introduction Classroom managements is (or, is rumored to be, at least) the thorn in the side of any poor soul trying to navigate a student teaching placement. There are many different theories offering ideas regarding effective classroom management; it is crucial for teachers to create a classroom management plant that will be most beneficial for their own personality and educational philosophy. My classroom management plan will be guided by principles of assertive discipline models and is intended to give students responsibility in the classroom. As a result, these young adults will begin to understand the wisdom and process of discipline, and will grow into individuals of good character. Discussion of Classroom Management Options Outlined in an article written by James A. Johnson of Northern Illinois University, Carl Glickman and Charles Wolfgang identified three different climates of control in the classroom: Noninterventionist, interactionists, and interventionists. Each of these theories takes a stance on the balance of control in the classroom. As we look at the strengths and weaknesses of each of these three, it is important to keep in mind these are not three separate categories of discipline models; rather they are major points on a spectrum of discipline. A classroom that follows the noninterventionist approach to classroom management is going to emphasize a small amount of teacher control and allow students most of the control. A prime example of the noninterventionist style is William Glassers Choice Theory. Glasser believes All of our choices and behaviors are based on the urgency for survival, power, love, belonging, freedom, and fun. (Johnson 124). Because it is natural for people to act out of line when these six needs are out of whack, teachers must deal with these underlying issues rather than the symptoms by talking to counselors, social

workers and parents involved (Johnson 124). The major weakness of this kind of behavior management is that it is nearly impossible for a student teacher or first year teacher to implement. First of all, student teachers need to show there ability to take the lead in the classroom; this type of management may offer too much control to the students to work with a teacher who has been dropped into a school system for one semester. Secondly, a new teacher is going to have trouble (at least initially) accessing the deeper levels of needs that Glasser outlines. Having little relationship with parents and social workers and especially the students will not allow for proper analysis of the root causes of the misbehaviors this theory begs for. The interactionist approach aims at the ideal of having an equal balance of student and teacher control in the classroom. A model of this type of classroom management is the Conflict Resolution theory, which is centered on modeling, probing and reinforcement (Johnson 124). This theory teaches students how to identify problems and then solve them on their own, with some guidance from the teacher. Teachers are responsible for equipping students will the skills necessary to handle conflicts inside and outside the classroom. The obvious benefit of this theory is that students learn to resolve conflicts with minimal assistance from the teacher. Those who promote this theory believe that allowing students to partake in discipline policies and solutions helps them to contribute to the school and to society as a whole. (Johnson 125). The weakness of this approach is that it is indeed a slippery slope. Interactionist classrooms require a delicate balance of student and teacher shared power in the classroom, and students may have a foggy idea of what they can and cannot do or say. It is important to clearly outline what will and will

not be tolerated in these kinds of classrooms. The interventionist approach gives most of the control to the teacher, and little to the students. The example Johnson gives of an interventionist style is the Assertive Discipline theory developed by Lee Canter. This theory is based on consistency, followthrough, and positive relationship building. (Johnson 126). Here, the teachers teach and the students learn. Teachers who choose an assertive discipline-styled plan must have a clear, visible and immovable classroom discipline plan and is meant to have a fair and consistent way to establish a safe, orderly positive classroom (Johnson 126). Critics of the Assertive Discipline theory would complain that it sets the teacher up as a dictator, which is detrimental for the maturation of the students. It conveys a message that only those with power have the right to make rules. (Johnson 126). Others say that the plan is too simple, and that, unlike the Choice Theory, it does not get at the root of misbehavior. Yet, students know exactly what is expected of them and will be held to the standards that have been set up. They will be treated like adults and expected to behave like adults. My Classroom Management Plan On the aforementioned classroom management spectrum, I fall somewhere between the interactionist and interventionist style, but closer to an interventionist. I do believe, especially at the beginning of the year, that the teacher must make it known that they are in charge. That being said, my goal as the year goes on is to gradually release responsibility to the students, while maintaining final authority on matters such as classroom policies and discipline. More specifically, I agree with many of the principles Allen Mendler outlines in his book Discipline with Dignity. Mendlers style is almost exactly what I am looking for: A classroom environment where the teacher is in charge,

but each student knows that he or she is a valued individual that can make a serious difference in the classroom and in the world. Ultimately, the teacher has the final say, but the students input is still esteemed and taken into account As for discipline, Mendler encourages a responsibility model of discipline. As opposed to a model of obedience where students are expected to follow rules without question, the responsibility model allows students to have a serious say in the policies of the classroom. I believe in this approach because students who just listen and obey without understanding why there are rules in the first place are not going to achieve their potential as members of society. I want to develop students who can make the responsible decision, not simply the obedient decision. Regarding specific classroom policies, I believe it necessary to set a tone for the year on the first day of class. This means having clearly defined and visible rules, listing what will and will not be tolerated in the classroom. Routines: 1) Make sure to greet students at the door 2) Always outline a reason for a rule Policies I find crucial are 1) Treat others as you want to be treated 2) Be on time 3) Late work will not be graded 4) Youre opinion is valued, but I have the final say. 5) You can expect to be graded fairly, not always equally and 6) No excuses. Teacher policies: 1) Make sure to catch students doing good 2) Always encourage a love for reading, reward students for reading during free time. 3) Be accountable to the same policies of tardiness and late work as your students. Classroom Layout: Conducive to large group discussions-- this is important for the social climate of the classroom and involving students in the rules of the classroom. See diagram. Parents: Should be as involved as they would like to be. I will participate in school schedule parent-teacher conferences. I will also send home a sheet the first day of class with my phone number on it, encouraging parents to email or call me whenever they feel needed. If the parents cannot speak English, I will notify them that a translator can be arrange.

Connection Between Educational Philosophy and Classroom Management Plan Over the course of the semester, and through developing my classroom management plan, I have realized that what I thought would be my educational philosophy contradicts my plan for classroom management. Originally, I sided with the existential education philosophy, in which the teacher plays the role of facilitator, and gives much of the control of the classroom to the individual. While I like the idea of students eventually making their own decisions, I do not think effective classroom management can be achieved where students hold the power. It is hard for me to pick a specific realm of philosophy that my own philosophy completely agrees with, but I find some of my ideas no lining up with perennialism. Perennialism holds to the idea that truth does not depend on time or place, but rather is the same for all people. (Martin and Loomis 46). My classroom management plan fits best with this educational philosophy because the policies and disciplinary measures of my classroom are results of what I believe to be the right and wrong of old; which does not change. My desire is to guide students along these truths and shows them their wisdom and purpose, while allowing them to make them their own. These truths have withstood the test of time and are as important and relevant today as they were when first conceived. The enduring wisdom of the past is a guide to the present. (Martin and Loomis 46). Conclusion Through delving deeply into how my classroom is going to be managed and how the balance of control is going to shake out, I have come to the realization that my philosophy of education is not what I once thought it was. My desire is indeed for my students to become brilliant human beings, but I do not think that the definition of a

brilliant human should or can be decided upon solely by the mind of teenagers. I believe there are ancient truths that teachers have the opportunity to convey through classroom management and discipline and can enable students to understand these truths for themselves. I have designed my own plan accordingly.

Philosophy of classroom management is the among the most revisable formulas that a teacher uses year after year, class after class. Before starting my students teaching placement, I held my classroom managment plan in high regard, and believed in my ability was going to stick to my standards and rules no matter the class and no matter the schools--an honorable yet improbable endeavor. One truth I have come to realize is that in the classroom--whether it be with instruction or classroom management--things rarely work out precisely the way they were meant to. As I made my way through my student teaching experience, I realized I had to develope the ability to tailor the foundational plan I had made to the individual enviroment I had been placed in. I used this plan, created in my secondary methods course, as the cornerstone for my classroom management at East High School. After spending a few weeks in the classroom, I could accurately modify my plan to work alongside the policies that had already been set in place by school administrators and my mentor teacher. I also found it necessary to be able to adapt my classroom management philosophy from class to class. Some blocks could handle group work, and some could not

Reference: Curwin, Richard L., and Allen N. Mendler. Discipline with dignity. Alexandria, Va.: Association for Supervision and Curriculum Development, 1988. Print. Daniels, K.N., Patterson, G.C., and Dunston, Y.L. (2010). The Ultimate Student Teaching Guide. Thousand Oaks: SAGE Publications. Johnson, James A., Diann Musical, Gene E. Hall, and Donna M. Gollnick. Foundations of American Education: Perspectives on Education in a Changin World. Boston: Pearson, 2000. Print. Martin, David Jerner, and Kimberly S. Loomis. Building teachers: a constructivist approach to introducing education. Belmont, CA: Thomson/Wadsworth, 2007. Print.