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Jessica Carmell

ELM-490

February 3, 2019

Yusra Millenbaugh

Classroom Management Philosophy

In order to be an effective teacher while providing a safe and productive community

within the classroom, students will be: explicitly taught procedures, routines, and behavior

expectations, effective engagement strategies will be used, and meaningful relationships will be

built. My classroom management philosophy is heavily influenced by both Harry Wong’s

classroom management strategies, and the principles behind Love and Logic.

Students must have expectations communicated in order for them to meet those

expectations. Procedures, routines, and behavior expectations will be explicitly taught at the

beginning of the year, each day, for the first few weeks of school, as well as upon returning from

both winter and spring break. Re-teaching of procedures and expectations will also occur when

evident that the majority of the class needs to be reminded. Visual aids, specifically I-Charts, will

be created collaboratively and displayed for student reference. Students will also actively take

part in modeling and practicing all procedures and routines. By communicating my expectations

consistently, students know exactly what is required of them-providing them with more

opportunities to be successful. Explicit teaching and reteaching of all procedures, routines, and

behavioral expectations eliminates any unknowns and creates an environment in which students

can thrive.

Implementing a variety of engagement strategies can transform the way a student learns

and can provide them with more opportunities to participate and grow from meaningful
experiences. Students will be given regular opportunities to collaborate with their peers, both

through table talk (think, pair, share) and small group activities. Students will be encouraged to

teach their peers, share their knowledge with one another, and celebrate in their accomplishments

together. Involving students in their own learning process, instead of teaching at them, will give

students more opportunities to get excited about their learning and build positive social

relationships with their peers.

Building meaningful relationships with students and their families lays the foundation for

a successful year in the classroom. Getting to know each student, what their needs are, and how

to meet those needs shows students that they are cared for and how to be caring in return. A side

effect of building meaningful relationships is a simultaneous eradication of unwanted and

negative behaviors caused by student needs going unmet. Communication between students and

teachers can help foster stronger relationships between teachers and the community of families

within the classroom. Getting to know each student gives the teacher insight into what each child

needs in order to be successful, whether it is extra support in a particular content area, a wobble

stool, a warm meal, or a hug. A child cannot learn if they are not having their needs met.