Classroom Management

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Classroom Management Plan
Descriptive Statement
This paper will discuss and explain my philosophy of classroom management, strategies, and theories that relate to this philosophy. It will also discuss my teaching style and how I will handle classroom discipline. Placing all these in a proper perspective will help me have an effective experience in the classroom, which will then create a positive learning environment for my students. Philosophy of Classroom Management

My classroom management plan includes many concepts and ideas derived from various theorists. I believe that classroom management should be based around two concepts: 1.) A classroom should be managed so that misbehavior prevention is maximized 2.) Classroom management should be done in a non-threatening way. Philosophy of Classroom "Top Ten Beliefs" 1.) I believe that the more mature a student, the longer the lesson This concept comes from Jacob Kounin’s Improving Discipline through Lesson Management theory, which is based on teacher’s strategies. Kounin believes that teachers should keep their students involved and have no down time. He also believes that classroom management and lesson management affect student behavior in school. To eliminate behavior issues in the classroom, a teacher should be aware of the teaching environment at all times. For this to happen, Kounin believes a teacher should have withitness, momentum, and smoothness. 

I agree with Kounin’s theory of keeping the student involved but students should also be engaged. Depending on the student’s age and/or maturity level, a student can only focus on a lesson for a certain amount of time. To decrease stress and over-exposure of a topic, teachers need to know when they have reached a student’s satiation point. Satiation is Kounin’s term for a student getting all they can tolerate from a topic. He says teachers should make lessons as enjoyable and challenging as possible. A teacher can tell a student’s satiation point by the appearance of misbehavior and disengagement from the lesson. 2.) I believe that classroom discipline is best accomplished by helping students acquire an inner sense of self-control This theory is from Thomas Gordon’s belief of Discipline through Inner Self-control. Gordon believes that discipline can be accomplished by the student establishing an inner sense of self-control. In other words, use non-controlling methods to correct student misbehavior. These methods include sending I-messages, influence rather than control, confrontive skills, decide who owns the problem, and preventive skills. Teachers need to step away from using rewards to control children’s behavior because it just solves the problem for right now instead of teaching ways to permanently achieve self-control. Gordon makes a lot of good points but his method of preventive skills is the most effective. To prevent most discipline problems, teachers can create class rules with the students, use participative management, and work with students using I-messages. Creating classroom rules with the students gives them the opportunity to express how they believe they should behave. Because the rules were created by the students, then there should be less confusion centered around what is expected of them. Participatory classroom management shares the power between students and teachers. Overall, the teacher will have the majority of the power but giving the students some say about what goes on throughout the day will create a sense of belonging, ownership, and importance. I-messages are a great technique. This technique allows the student to express how they feel without placing a blame on someone else for the misbehavior. The other students can then see how the students feel, and use this method also. 3.) I believe that discipline problems largely disappear when students have a daily routine and class procedures This theory comes from the beliefs of Harry and Rosemary Wong. They believe that discipline...
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