Valerie Barber Westminster MAT Program 2018

Classroom Management Philosophy

I believe that classroom management is one of the most important factors in building a
successful classroom. When classrooms are well managed, obstacles are removed which may have
otherwise prevented students from being successful learners. The following are beliefs I hold about
classroom management:
Teachers should build positive relationships with each student and their families. By forming
positive, caring relationships with each student, teachers show that they care for their students as
individuals. When this trusting relationship is in place, students feel safe in the classroom. Only when
students feel safe can they begin to learn. When this trusting relationship is in place, teachers have the
ability work with each student to cooperatively solve potential issues. When a positive, non-judgmental
relationship with families is built, families will be more willing to collaborate with the teacher to help
their struggling child, should an issue arise. This line of communication should begin before the school
year begins, and continue throughout the school year, in an language and medium accessible to the
family.
Teachers must support positive peer relationships and provide opportunities for collaboration.
Students must feel safe and supported by their peers in order to succeed in school. They are more likely
to take risks in their learning if they aren’t worried about receiving negative responses from peers.
Allowing students to work in groups gives them a chance to connect, form relationships, and learn from
one another. Allowing students to work collaboratively is motivating and it contributes to a positive
classroom community. Cooperation is an important skill for students to practice and learn. I plan to
implement mixed-ability grouping because I believe all students have something to gain from learning
from and working with their peers.
Proper and thoughtful room arrangement contributes to a smoothly running class. It is
important for teachers to consider where heavy areas of traffic will be, and try to direct those areas
away from each other. Teachers should consider proximity of quiet places in the classroom to areas
where students will be working loudly. Teachers should also consider where students will be sitting.
Tables or pods of desks promote collaboration and group work.
Classroom procedures and student-created rules are essential to an effective classroom.
Teachers should teach procedures explicitly, practice them often, and consistently enforce them
throughout the year. Having procedures in place for group work, transitions, using the hall pass, turning
in homework, etc. set students up for success because they know how they are expected to behave. By
allowing students to contribute to the rule-making-process, they take ownership of the rules. Students
are more likely to follow the rules because they understand why they are important. Giving this kind of
responsibility to students lets them know that their voices are heard and respected.
Teachers should make tasks meaningful and interesting. Students are more engaged in an
activity when they recognize that the tasks they are being asked to complete have a purpose. When
students are engaged in meaningful tasks, there are fewer opportunities for students to exhibit
undesirable behaviors. In addition, providing meaningful tasks creates student accountability. When
students are involved in relevant, engaging tasks, they are more likely to put forth their best work.
Teachers must be flexible and accept advice. Each year, different classroom management
techniques will work for different groups. Teachers should get to know their students, their interests
and motivations, and use this knowledge to inform management techniques. It is also important for
teachers to ask for help and accept advice from their peers and mentors.
Good classroom management sets students up for success. It removes roadblocks and builds
relationships. A classroom should be a positive, welcoming environment where students know what is
expected of them. When this is accomplished, students have the opportunity to grow and learn.