Philosophy Of Classroom Management Summary

Philosophy of Classroom Management My classroom management philosophy begins with one basic principle: treating students with respect and dignity simply because they deserve it, not because they had to earn it or work for it. As Barbra Coloroso states, there are three tenets that a classroom philosophy should be build on: kids are worth it; I will not treat a child in a way that I myself would not want to be treated; and, if it works, and leaves a child’s and my own dignity intact, do it (2010, 3-4). These are the pillars that I base my philosophy on, because I want every child that comes into my classroom to feel cared for, respected, and empowered to learn. Building from this, Glasser’s theory on the seven connecting habits are also crucial to the classroom climate that I hope to create as part of my classroom management philosophy. These habits all create an atmosphere of dignity in the classroom, furthering the pillars of my classroom management philosophy. As for the physical aspects of classroom climate, students must feel comfortable in their physical environment before they are capable of giving attention to learning (Levin et al., 2016, 157). As for behaviour issues in the classroom, I believe it is important to acknowledge that students who misbehave often have other reasons for doing so. Students with consistent behavioural issues frequently come from homes where parental supervision and discipline are inadequate, parents are indifferent or hostile, the family operated, at most, partially as a unit, and parents believe that they don’t have much influence over their child (Levin et al., 2016, 47). Furthermore, children who live in poverty are more likely to misbehave and have difficulty in school than students who come from wealthier families (Levin et al., 2016, 49).

Although misbehaviour must be dealt with no matter where it comes from, punishments usually have an arbitrary connection to the misbehaviour at most, so students can not understand why exactly they are facing the punishment that they gave been given (Coloroso, 2010, 47). In my classroom, misbehaviour will be dealt with not by sending students to detention or handing out harsh punishments; rather, I think it is important to talk to students about what is going on in their lives, how they are feeling, or why they misbehaved. It is crucial to see the good in every student, even if they are misbehaving, and to build positive, supportive relationships with these students. Students who exhibit chronic misbehaviour are often lacking a close, positive adult relationship, so creating this bond with students can allow the classroom to be somewhere that they want to behave well because they have a good relationship with the adult in charge (Levin et al., 2016, 225-226). William Glasser emphasizes this as well, pointing out that building strong, supportive relationships with students will allow the teacher to better guide student behaviour, allowing for more cooperation on things like classroom rules and consequences for misbehaviour (Buggie, 2018). Glasser’s theory on quality teaching is also something that has contributed greatly to my classroom management philosophy, because at the base level, it will be me that will affect the management and climate of my classroom the most. Engagement with schoolwork is something that can either inspire a student or make them bitter toward learning, so I know that I must give my students work that is useful or important to the students, and that I am asking to do the best they can do, not the best that their peers can do (Buggie, 2018). Classroom management does not just mean managing students, it also means managing myself and my behaviour to ensure that I am also performing to the best of my ability to keep the classroom running smoothly, just as I expect my students to do.

Buggie, Bill. (26 September 2018). Classroom Management Notes, William Glasser [PowerPoint Slides]. Coloroso, Barbara. (2010). Kids Are Worth It! Raising Resilient, Responsible, Compassionate Kids. Toronto: The Penguin Group. Levin, James, James F. Nolan, James W. Kerr, Anne E. Elliott, and Mirjana Bajovic. (2016). Principles of Classroom Management: A Professional Decision-Making Model, Fourth Canadian Edition. Toronto: Pearson Canada, Inc.