Classroom Management Plan
Classroom Philosophy
MY
When envisioning my ideal classroom, I see students feeling valued, encouraged, and comfortable, not only among student to student interactions, but teacher to student interactions. The ultimate goal lies within the belief that students have a symbiotic relationship to the environment, including their interactions and relationships with people, the classroom design, and the routines in place to help learning occur. Each individual in the classroom should feel welcomed to learn and participate despite any differences they might have with their peers. With this embedded-dignity, students are more apt to operate with empathy as a growing citizen in society.
To implement such environment, I believe students should be tasked in monitoring his or her own learning. To help guide autonomy and self-regulation, I will adopt a positive reinforcement system, problem solving corner, and student mentor system within’ rigid and clear instruction. These techniques embody aspects of the Socioemotional-Climate, the Behavior Modification, and the Instructional Classroom Management Approaches which will help bolster an inclusive and positive-learning environment (Weber, 1987). From year to year, my classroom management plan will adjust to student needs to ensure students are continuously active learners in the classroom.
My classroom management philosophy is rooted in the works of Alfie Kohn and Jacob Kounin. Alfie Kohn is the voice of reason for promoting a student-centered environment where students are driven by curiosity rather than achievement. Alfie Kohn (1995) states, “Threats and bribes can buy a short-term change in behavior, but they can never help kids develop a commitment to positive values” (Kohn, 1995). His belief, consistent with my own, seeks to transform the way students are motivated. Kohn’s theory is also exhibited in the Socioemotional-Climate classroom management approach which seeks to engage students in the material with which they are learning. Furthermore, I believe that in order for students to engage, teachers must have a well-thought out plan that prevents opportunities for disruption; this is reflective of the Instructional Classroom Management Approach. Jacob Kounin (1970) suggests withitness when a teacher is aware of everything going on around the room, effective transitions, and group focus where students are immersed in the task at hand. Each of these theorists have influenced what I believe an ideal classroom environment should be.
