My Classroom Management Philosophy

Riley Snell

Part 1: Foreword

Classroom Management Philosophy

Over the past three years I have learned a lot about classroom management and how to guide students in a positive manor. I have obtained knowledge from my observations, of multiple classrooms and teachers, and also the many hours in the academic classroom learning techniques in order to become an efficient and effective teacher. The more that I learn and observe the more I feel capable that I am beginning to develop my own classroom philosophy. Of course, when I actually receive my own classroom room this might be completely changed or modified depending on my students. In this paper I am going to talk about what techniques and management styles that I will use in my future classroom.

My philosophy on teaching is probably similar to most teachers. I want my students to be engaged and excited to learn every day. I want them to be comfortable yet I want control of my classroom. I would say my management style is between the high control and medium control models. There are aspects of both of the management models that I will use in my classroom. I also expect to have a classroom community as well as a parent community. I want the parents of my students to feel involved and I want them to aid in their child’s education. I believe that is important for parents to be involved in the classroom and encourage their children. I wouldn’t be where I am today if it weren’t for my parents constantly encouraging me to pursue my dreams.

After carefully considering the various theories regarding classroom management and addressing individual thoughts and concerns I have decided that my philosophy of classroom management will be a combination of medium and high control. I have chosen these styles of management because I can identify with the reasoning behind these levels of control. Unlike medium and high control, low control offers the idea of intrinsic motivation. I like this, however, I feel that many students need extra guidance not provided in theorists like Kohn. I also believe that structuring classroom management with medium and high control will provide opportunities for students to be fully successful. Finally, as an individual, I feel if I established medium and high control I will be able to handle student’s behaviors more efficiently, where as low control might be difficult for me to implement without risking a loss of control in the classroom.

Part 2: Structure of Learning Environment and Strategies for Building Relationships

My classroom-learning environment will be of one that is a classroom community. I want it to be a home away from home. I know that my students will spend more time in my classroom than in their actual homes during the school week. So I want to make sure that they feel at home and they have a safe and comforting feeling when they walk into my classroom. I want them to feel that they can be themselves and it is a no judgment zone. The classroom that I am observing right now her students stick up for one and other. If one student is being picked on the whole class has his or her back. I loved that. I want my students to realize that for one year we are one big family.

Jane Nelson with Positive Discipline believes that classroom community is key. She knows that building a sense of community in the classroom, while also empowering the teacher is a way to creative a positive learning environment. One of her main points that I want to use also is that she wants students to learn to respect themselves and others. By respecting themselves and others students understand what it means to be responsible for their actions. Also that effective communication is key also developing a classroom environment that encourages rather than discourages.

Part 3: RULES

In preparing a philosophy of classroom management, it is crucial that my style of control encourage all students to be self-disciplined and autonomous. By this I mean that students develop a sense of being in charge and responsible for their own behavior. Students should be guided by the rules and procedures I set for them, yet they should determine their own behavior based on expectations set in the classroom.

Wong, Canter and Jones all start the school year off with expectations that they want in their classroom. Wong continually models them until his students know what is required and expected. I know that I will use this approach in the beginning. The first day of school will be very important in determining the environment of my classroom and the management. It is important to create a clear set of expectations and rules at the beginning of the school year. This way my students understand their responsibilities and procedures in the classroom. I like that Jones has more student inclusion. I want to create a class pledge or motto and I want it to be “Do onto others as you would want them to do onto you.” This is cardinal saying that can be used often in the classroom setting. I want my students to be self-disciplined and to control their behavior without me constantly reminding them to do so. I know I will have rules and procedures for all different things such as general behavior, beginning and end of the day procedures, transitions and interactions, use of material and equipment, and group work and seat work.

I want to create a mix between the “Code of Conduct” like that of Linda Albert’s Cooperative Discipline Model, and “Classroom Rules” like that of the Canter’s Assertive Discipline. I want there to be clear set of rules in my classroom. Including 1. Listen Carefully. 2. Follow Directions. 3. Work quietly. Do not disturb others who are working. 4. Respect others. Be kind with your words and actions. 5. Respect school and personal property. 6. Have fun. But I also want to create with my students a “Code of Conduct” putting more emphasis on the student responsibility. These are the general behavior expectations and rules. We will go over these every day for the first two weeks of class so that they are reinforced and become normal. The teacher I am observing now, Mrs. Green is constantly reinforcing the rules and norms in her classroom. For example, if her class isn’t following one of her rules which is be respectful of others then she will say, “Class are being thoughtful of rule number 3?” This makes her students reference the rules and comprehend their own behavior. I feel like this is a good idea making sure her students understand what rule they were breaking. All in all creating a great routine and effective rules and procedures is a must for me in my future classroom.

Part 4 Preventative Strategies, Recognition and Motivational Techniques for Managing Student Behavior

The medium and high control in my classroom management style will also build the student’s self-concept. Self-concept is what I would determine to be the student’s idea about their “place” in the classroom. Including how the student feels respected, if the student feels comfortable in the environment, enough to share in discussion, and importantly if the student feels they are learning and developing in the classroom.

Using high control in the classroom management techniques will help students develop a good self-concept which is important for the students’ success in the class and in their overall learning experience. Canter cites several ideas that would promote good self-concept, some of which I would like to use in my management style. For example, because students have a clear idea of rules, they can chose to follow them and feel good about their decisions and behavior. Using medium control will also help promote good self-concept. Glasser recommends that the teacher avoid criticizing, blaming, and complaining to avoid harmful external behaviors. Teachers need to remain non-judgmental and be patient and supportive. I think that implementing both medium and high control is crucial in helping students develop a good self-concept. I want to promote positivity in my classroom always. Instead of being negative when a student misbehaves I want to try to turn it into a positive. Students will want to make the right decision, putting the reward of making a good decision on them and contributing to a positive self-concept.

One reward or incentive system that the teacher that I am observing uses is the clip up or clip down strategy. The entire Holcomb elementary uses this system. The students always respond to this positively and realize that they want to be clipped up and not down. As a teacher I will definitely use some kind of incentive system and I like this idea. This helps students realize that good behavior is rewarded and misbehavior isn’t tolerated. Incentives are a strategy that many of the theorists use including Canter, and Jones. I believe that I will implement an incentive system, in which students are prompted to use appropriate behavior and chose not to use poor behavior. I also want to guide by students with positive reinforcement and encouragement. When students feel like they belong they are less likely to misbehave.

Part 5: Instructional Strategies

The four types of Instructional Strategies/Expectations I will use in my classroom.


1.Direction Instruction (teacher-led): students need to

  • listen
  • be respectful
  • stay on task
  • ask questions
  • share ideas

2.Partner work: students need to

  • work cohesively
  • listen to partners
  • work efficiently

3.Group work: students need to

  • do their part
  • be respectful
  • work efficiently
  • listen to others ideas
  • modify and adjust

4.Independent work (working individually)

  • stay on task
  • ask questions
  • work at own pace
  • think outside the box
  • quietly work

Activities for learning

—Worthwhile activities/respectful learning tasks

—Nurture the love of learning

—Class library


—Things to do when work is complete

—Free time projects

Characteristics of engaging my classroom:

  • activate prior knowledge
  • foster active investigation
  • promote group interaction
  • encourage collaboration
  • allow for choice
  • include games and humor
  • support mastery
  • nurture independent thinking
  • won't make children wait
  • include music and movement

I will have a clearly stated purpose by letting my students know the overall purpose of the task and why they are being askedto do it: they are researchers finding out about how to use a powerful tool. I will give them explicit directions about the what and how of the task at each step. I will do so both verbally and in writing. I will make sure my students have the needed materials like dictionaries, chart paper, and baskets with pencils, markers, sticky notes, and manipulatives. I will provide guidance while circulating among groups, asking and answering questions as well as giving feedback. I want my students to love coming to school to learn. I want my students to leave after one year and be well rounded and knowledgable individuals. I know that I will be energized by the children’s increased enthusiasm and success.

Big image

Part 6: Behavior Management

As a teacher I want to act "before" the misbehavior starts. There needs to be clarity in the classroom by telling the students what I expect of them. By doing this I can save a lot of time and hopefully prevent some misbehaviors from happening. I think this is crucial in behavioral problems. How can discipline children if we never gave them expectations. Canter suggests using effective body language when regarding student behavior. I will definitely utilize this method in classroom management. Effective body language communicates to the student that their behavior is undesirable and it does so without disrupting the flow of the class and learning environment. Here are some of my intended ways to manage behavior using the theorists methods that I like.

1) Reinforcement of Positive behavior:

  • giving a high five
  • offering encouragement
  • giving a hug or pat on the back
  • giving a thumbs-up
  • clapping and cheering
  • telling another adult how proud you are of your child’s behavior while your child is listening
  • clipping up

You can also offer positive reinforcement by giving a child extra privileges or tangible rewards.

2) Redirection Strategies for Misbehaviors:


  • Small backup responses, conveyed privately or semi-privately known as low-key messages
  • Medium backup responses, delivered publicly in the classroom include warnings, reprimands, loss of privileges, and parent conferences
  • Large backup responses for repeated disruptions or other intolerable behavior. These require two professionals and could include trips to the office, in- school or out-of- school suspension. (Jones, 2007)


  • A clear set of rules for class behavior
  • Positive consequences such as recognition and praise for compliance with rules
  • Negative consequences for breaking the rules. These may become progressively more unpleasant if students continue to break rules. Students should be motivated to comply with class rules, rather than endure the consequence.


The key to good classroom behavior lies in close cooperation between teacher and students. Help students grow in the Three C’s: personal capability, connections with others, and contributions to school and society. Continually show students- and ask them to shew each other- the Five A’s of acceptance, attention, appreciation, affirmation, and affection (Albert, 1989).

  • Mistakes are okay- they are a natural part of learning!
  • Build confidence so that success is possible.
  • Make progress tangible when progress is made.
  • Recognize achievement and accomplishments!

3) Reinforcements:

  • stickers
  • pat on the back
  • smile
  • clip up
  • clapping

4) Levels of Interventions and consequences:


  • Get the Activity Moving
  • Use Proximity
  • Use Group Focus
  • Redirect the Behavior
  • Provide Needed Instruction
  • Brief Desist/ Taking a Break
  • Give the Students a Choice
  • Use planned ignoring


  • Send child to another classroom to cool off
  • Permit student to go to quiet spot within or outside of classroom on 'respite break' (brief cool-down period).
  • Withhold privilege or desired activity
  • Use a penalty
  • Assign detention
  • Talk with parents
  • Give the student two clear choices with clear consequences. Order the choices so that the student hears the teacher-preferred choice


  • Send child to principals office
  • Contact Parents to come to school
  • Remove other students or adults from the immediate vicinity of student (to protect their safety, eliminate an audience)
  • Give the student two clear choices with clear consequences. Order the choices so that the student hears the teacher-preferred choice
  • In- school or out-of- school suspension

Part 7: Influence and Relationships with Family

Dealing with families comes with the job of being a teacher. The best thing to do is try to keep the parents informed as much as you can. Mrs. Green says that communicating with parents is key. She begins the year with a classroom meeting communicating with the parents their role in their child's learning. This way parents feel informed. I think this is great idea. It will let the parents learn about me; and I can also lay down the ground rules for them in my classroom. She also talked about how as a teacher or counselor you will have to deal with many different types of parents. Flexibility is key.

I know as a teacher it will be very important for me to have families of my students to be involved. The earlier in a child’s educational process parent involvement begins, the more powerful the effects.The most effective forms of parent involvement are those, which engage parents in working directly with their children on learning activities at home. I want to encourage my parents and families to aid in their childs education. Parents, who read to their children, have books available, take trips, guide TV watching, and provide stimulating experiences contribute to student achievement. When schools and teachers encourage children to practice reading at home with parents, the children make significant gains in reading achievement compared to those who only practice at school. It is important for Parents to be models and to guide their children.

I know acceptance will be a big part of my classroom. I know that I will have all types of students that come from different backgrounds, diversities, ethnicities, environments and much more. With that being said I want my students to realize that even though people are different from them that doesn’t matter and we need to be accepting of everyone. One thing I have seen, in multiple classrooms, is family trees. All of the students bring information and pictures of their families and they are displayed in the classroom. The students are already on a classroom family tree and under each student is their actual family. This shows students that they are one big family for a year. This also helps students visualize how different everyone is but how similar we are because we all have families now we are one big family. This also creates a community because children begin to learn about their other classmates. We could do units on all the different cultures in our classroom. I also want to do a student of the week each week. The students would bring things to describe themselves and their family. This also creates classroom community. The community of Mrs. Green’s classroom is so great and I would love to model that in my classroom one day.

Big image

Part 8: Organization of the Physical Arrangement

I know my students will spend a majority of their week in my classroom. That is why I want it to be their home away from home. I want there to always be a theme going on in my classroom and I want my students to help me choose a new one every month. One thing that I loved about Mrs. Green is that she moves her students desks in a different arrangement every 3 weeks. The students love this because they are getting to sit by new people and it is a completely different arrangement. For example, she did an L shape for her desks, then moved them into small groups of 4 the next time. This is a fun way to change it up for students and keep them engaged. I will definitely do this in my future classroom. There are so many things I want in my classroom and here are a few. Below are some characteristics and zones of the classroom physical environment that I want to use. Also there is a picture of they way I want my classroom to be arranged.

Characteristics/Things I want in my classroom:

  • Homey
  • Comfortable
  • Room Temperature
  • Organized
  • Resources available
  • Reading Zone
  • Individual cubbies
  • Colorful
  • Displays of students artwork
  • Natural light
  • Music
  • Groups of learning
  • Smart Board
  • Rugs
  • Bean bag
  • Shelving
  • Storage

Zones of Learning:

  • Teacher work area
  • Quiet zone
  • Discovery Zone
  • News Zone
  • Materials and Supply Zone
  • Community Zone

Big image


I believe that teaching is a privilege and I cannot wait. I know that I will not only teach but I will be taught through my students. I know that I learn through experience and I might make mistakes in teaching, but ultimately mistakes make you stronger. I believe that teaching students is not necessarily my main purpose. I want to make good citizens, noble human beings, and change children’s lives. I cannot wait to make my small mark in history through teaching children the simple joy of knowledge.


- Notes

- Class powerpoints