Running head: PHILOSOPHY OF CLASSROOM MANAGEMENT 1

Philosophy of Classroom Management

Toni M. Brown

Grand Canyon University: SEC 510

August 13, 2018

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Philosophy of Classroom Management

Classroom management is an important role to master for any educator. Developing a

strategy to successfully engage students, address issues, and motivate them during the school

year will help create a positive learning environment. According to Bandura, “the social

climate of the classroom can significantly impact the development of student behavior as

well as how teachers interact with students” (O’brennan, Bradshaw, & Furlong, 2014, p.6).

This requires educators to remain flexible and be actively aware of their management goals.

The purpose of this paper is to discuss; a philosophy of classroom management, variables

impacting the learning environment, experiences that have shaped educator’s management

styles, and how technology can be used to inspire student learning.

Classroom Roles

In creating a positive classroom environment, the roles of the student and educator must be

defined. Students are active learners and must take on ownership of their education. Allowing

them to be excited about the material and the ability to drive the discussion enables success

(Smith, 1993). To do so they must be given opportunities to take on leadership roles in the class,

collaborate, and make decisions “students want to learn, their own questions will be at least as

in-depth as those that teachers pose to them” (Smith, 1993, p.1). Creating this culture requires

the material to be focused on student-led learning. Group work, class debates, and detailed

feedback can help develop that atmosphere.

As the student takes ownership of their education it requires a change in the teacher’s role.

The educator now becomes more of a facilitator that is there to offer support, provide the

foundation, and monitor student progress (Tout, 2016). The educator sets the tone with clear
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boundaries of expectations, consequences, and follow through. This requires active involvement

in discussions and flexibility with support (Tout, 2016). The educator can differentiate

instruction by using structured questions and having strong students aid others that maybe

struggling (Tout, 2016). It is creating a collaborative environment focused on developing student

success by working together. This encouragement will help motivate students to do well.

Educational Environment

There are many variables that can impact the classroom that extend outside the teacher’s

domain. For example, items such as class size, ethnicity, gender, and school factors (such as

location) may influence teacher success (O’brennan, Bradshaw, & Furlong, 2014). Educators are

highly influential in creating positive learning atmospheres. However, when they feel a lack of

support from administration or become exhausted their quality of teaching suffers (O’brennan,

Bradshaw, & Furlong, 2014). This impacts relationships with students. Students may act out, feel

overwhelmed, and misunderstood “teachers’ overall perception of school climate will likely

impact their teaching practices, which presumably influences how they view student’s behavior”

(O’brennan, Bradshaw, & Furlong, 2014 p.8). Teamwork is necessary in creating an

environment that is open and safe for students to flourish.

Students in classes with effective management benefit from higher achievement scores than

those who do not “effective classroom managers tend to employ different types of strategies with

different types of students” (Marzano, Marzano, & Pickering, 2007, p.6). Doing so ensures a

positive and effective classroom. Students that have strong relationships with educators tend to

work harder and achieve more (“Diversity,” n.d.).

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Personal Experiences

There are many outside factors that shape educator’s beliefs on classroom management.

Every teacher comes to the classroom with a history of life experiences, biases, and backgrounds

that impacts their perception of students. The identity that is developed shapes how educators

view their classroom, their roles, and how they discipline. Being an educator requires the

acknowledgement of past beliefs and the ability to self-evaluate those biases in the classroom

(Walkington, 2005). When students do not feel accepted they participate less and become

distracted (“Divesity,” n.d.) “Teachers may make flawed assumptions of students’ capabilities

or assume a uniform standard of student performance” (“Diversity,” n.d, p.5).

Studies have shown that the perception of the educator influences how they perceive

behavior and manage the physical environment of the class room (O’brennan, Bradshaw, &

Furlong, 2014). This requires each educator be self-aware of their beliefs and be open to

challenging those ideas (Walkington, 2005).

Technology

Technology plays an important role for the 21st century student. To be successful in a global

economy, students must be able to use technological resources to their advantage. This means

incorporating this into the classroom environment. This allows for student engagement and

alternate forms of expression. With access to platforms like Google Classroom, students can

interact in both a face to face and on-line environment (Marcinek, 2014).

There are many online tools that enhance student learning and creativity. Programs such as

FlipGrid and Storybird allow students the opportunity to express themselves in a non-traditional
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way For student’s to be prepared it must be something that educators actively include in their

lesson plans to ensure student success.

Classroom management requires focus and dedication to create a positive learning

environment. Educators must define their roles in the classroom and constantly strive toward

building relationships with students. The most successful classroom managers are self-aware of

their personal biases and challenge those ideas. These educators also build strong relationships

with students and are flexible with their methods. By focusing on these areas classroom

management will be a success.

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References

Diversity in the Classroom | Center for Teaching and Learning. (n.d.). Retrieved August 12,

2018, from https://ctl.yale.edu/teaching/ideas-teaching/diversity-classroom

Marzano, R. J., & Marzano, J. S. (n.d.). The Key to Classroom Management. Retrieved February

13, 2020, from http://educationalleader.com/subtopicintro/read/ASCD/ASCD_295_2.pdf

O’Brennan, L. M., Bradshaw, C. P., & Furlong, M. J. (2014). Influence of Classroom and School

Climate on Teacher Perceptions of Student Problem Behavior. School Mental

Health, 6(2), 125–136. http://doi.org/10.1007/s12310-014-9118-8

Smith, K. (1993, October). Becoming the "Guide on the Side". Retrieved August 11, 2018, from

http://www.ascd.org/publications/educational-leadership/oct93/vol51/num02/Becoming-

the-“Guide-on-the-Side”.aspx

Tout, D. (2016, June 16). The teacher as a facilitator and resource person. Retrieved August 12,

2018, from https://www.teachermagazine.com.au/articles/the-teacher-as-a-facilitator-and-

resource-person

Walkington, J. (2005). Becoming a teacher: Encouraging development of teacher identity

through reflective practice. Asia-Pacific Journal of Teacher Education,33(1), 53-64.

doi:10.1080/1359866052000341124