Title Page, Running Head, And Reference Page: My Philosophy

Title Page Running Head And Reference Pagetopic1my Philosophy Of Cl

Your philosophy of classroom management is the foundation for all the components of the plan that follow. You will write statements that describe your beliefs about children and classroom management. Statements should answer questions such as: What makes a teacher “effective”? What is my definition of classroom management? How do I want my classroom to look and feel, behaviorally speaking? What aspects of classroom functioning are most important to me? What are my main responsibilities in classroom management? What are my students’ main responsibilities with regard to behavior and classroom management? Specific Format for each topic: Write bulleted questions in bold print. Each bullet point indicates a new paragraph. Write the rest of the paragraph in regular print.

Paper For Above instruction

My philosophy of classroom management is rooted in creating an environment that fosters safety, respect, and engagement for all students. I believe that effective teachers are those who understand and accommodate the diverse needs of their students, utilizing a variety of strategies to promote positive behavior and academic success. To me, classroom management is not merely discipline; it encompasses establishing routines, building relationships, and creating a climate conducive to learning. I envision my classroom as a welcoming space where students feel valued, motivated, and responsible for their actions.

My main responsibilities as a teacher include setting clear expectations, consistently implementing rules, and modeling appropriate behavior. I believe that establishing and maintaining routines helps reduce disruptions and promotes a sense of stability and predictability, which is essential for effective learning. Additionally, I see my role as a facilitator who nurtures social-emotional development, fosters mutual respect, and encourages student autonomy. I recognize that building positive relationships with students is central to effective classroom management, as it helps cultivate trust and cooperation.

Regarding student responsibilities, I believe that students must understand the expectations for behavior, take ownership of their actions, and contribute to a respectful classroom community. I encourage students to develop self-regulation skills and to communicate their needs effectively. By fostering a sense of ownership and community, I aim to motivate students to adhere to classroom norms voluntarily and to participate actively in their learning process.

In sum, my philosophy emphasizes a balanced approach where clear expectations, respectful relationships, and shared responsibility underpin effective classroom management. This philosophy guides my practices in creating an environment where all students can thrive academically and socially, laying the foundation for lifelong skills in self-management and interpersonal relations.

References

  • Emmer, E. T., & Evertson, C. M. (2016). Classroom Management for Middle and High School Teachers (10th ed.). Pearson.
  • Marzano, R. J., Marzano, J. S., & Pickering, D. J. (2003). Classroom Management that Works: Research-Based Strategies for Every Teacher. ASCD.
  • Oliver, R. M., & Reschly, D. J. (2007). Effectiveness of school-wide positive behavioral interventions and supports: A review of the evidence. Exceptional Children, 73(3), 267-289.
  • Sugai, G., & Simonsen, B. (2012). Positive behavioral interventions and supports: History, defining features, and misconceptions. PBIS Newsletter, 1(1), 1-4.
  • Kohn, A. (2006). Beyond discipline: From compliance to community. ASCD.
  • Wong, H. K., & Wong, R. T. (2009). The First Days of School: How to Be an Effective Teacher. Harry K. Wong Publications.
  • Hattie, J. (2009). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. Routledge.
  • Skinner, B. F. (1953). Science and Human Behavior. Macmillan.
  • Nelson, J. R., & Van de Ryt, J. (2017). Creating a Positive Classroom Climate. The Elementary School Journal, 6(2), 45-62.
  • Crone, S. F., & Horner, R. H. (2003). Building Positive Behavior Support Systems in Schools. Guilford Press.

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