The following are our individual classroom management philosophies:
Kristen
Taking a proactive approach to classroom management from the beginning of the year can set the tone for the rest of the year. I believe that setting up routines and procedures, creating a safe environment, and clearly stating expectations will help to be proactive, and will allow students to learn more throughout the year.
I believe in routines and procedures. Without over thinking this, I think there are certain procedures that are necessary within a classroom. In order to boost learning time, routines and procedures that make transitions smooth are important. In addition, there should be routines and procedures for lining up, turning in homework, and rotating within centers or stations (if those are present in class). These routines are not for making a perfect classroom, but to have as much learning time as possible. By rehearsing and enforcing these in the first few weeks, there will be less time spent in transitions and turning in homework, and more time learning. I also believe that these are proactive actions because the teacher is setting a standard for the rest of the year, and students are not confused about what to do.
To go along with routines and procedures, setting expectations for students, and creating consequences to go with each expectation, helps create a clear idea for students. Students need to know what they should be doing, and at what level, in addition to knowing the consequence of their action. Should they rise above the expectation, there could be a reward. Should they fail to meet the expectation (either academics or behavior), there could be a punishment. Setting expectations for their behavior at the carpet, in line, or at their seats is proactive because students are not confused about when they should be talking, and when they shouldn’t be. Setting academic expectations about how long to read, or how much homework to do will help students understand exactly what the student is looking for.
Creating a safe environment can encompass many different behaviors. Setting the tone of the classroom with your voice and body language can help create a safe classroom. Being gentle but firm with your voice while having an open body language will help with student relationships. Creating a safe environment from day one is the most important part of a classroom. I believe this because students need to be able to make mistakes, come to you with questions, and parents need to trust you with their children. Creating a safe environment also includes the previous points mentioned; setting up necessary routines and procedures, and creating clear expectations. When students know what they should be doing and the consequence they will receive for their actions, they can relax into their work.
Being a proactive instead of a reactive teacher will help management in a classroom. It will help transitions go smoothly, and will increase the learning time. Setting expectations, teaching routines and procedures, and providing a safe environment from day one will create a proactive teacher.
References
Fay, J., Funk, D. (1995). Teaching with Love and Logic: Taking Control of the Classroom. Golden, Colorado: The Love and Logic Press.
Wong, Harry K., Wong, Rosemary T. (2009). The First Days of School: How to be an Effective Teacher. Mountain View, CA: Harry K. Wong Publications.
Carly
My classroom management philosophy is that tone of voice, continual routines, and clear expectations increase the likelihood that most of a teacher’s management time is spent preventing, rather than disciplining poor behavior so that students can learn and achieve growth to feel successful at school.
Taking the preventative approach to classroom management can lead to less time spent continuously reminding multiple students of correct behavior, so that more energy can be spent on individual students and teaching time. Setting expectations at the beginning of the year, and spending time re-teaching to students will likely lead to less time correcting students throughout the rest of the school year. In this way, teachers can spend more time teaching instead of disciplining.
Clear expectations are also important in achieving a smooth running classroom. Explaining assignments, instructions, and behavior expectations in a concise, straightforward manner can limit confusion for students. Instead of presenting students with a nine step process to solving a problem, teachers might try limiting instructions to three steps. Understanding classroom expectations that are communicated in a clear and concise manner will likely produce more students who follow rules in class.
Reinforcing rules and routines at the beginning of the school year also plays a large role in the success of a learning environment. Routines, such as where to put backpacks, homework, and turn-in completed work, can limit chaos in the classroom. This can also increase self-sufficiency and a feeling of independence in the classroom, increasing confidence at school.
Lastly, tone of voice is so important when teaching. I strongly believe that a kind, level voice should be used with students at all times. This is not to say that teachers should not experience any frustration, but rather that they should. Again, if most of the teacher’s classroom management time is spent preventing poor behavior, hopefully there will be less need for correction and frustration. Fay and Funk (1995) discuss the importance of a calm voice even when disciplining students. Students are more likely to respond positively and change behavior if spoken to calmly, rather than through shouting. Scaring a child into obedience is not the goal of education!
Overall, I believe that with strong routines, proactive discipline, clear expectations, and a calm, kind voice, successful classroom management will be possible to accomplish for any teacher.
Reference
Fay, J., Funk, D. (1995). Teaching with Love and Logic: Taking Control of the Classroom. Golden, Colorado: The Love and Logic Press.
Janine
As Wong & Wong (2009) state, “Your success during the school year will be determined by what you do on the first day of school” (p. 6). Therefore, starting the year off with a solid classroom management plan in place is very important. This proactive rather than reactive approach can help set up a strong foundation from the beginning.
I believe procedures and policies are an integral part of successful classroom management. Without some sort of structure, there is chaos making it hard for learning to take place. It’s important for students to know what to do, and what is expected of them from the start. Specifically, it’s important to cover things, such how to line up, how to throw away trash, how to clean up your desk, etc. In addition, also important is behavioral expectations, including how to answer questions, how to sit on the carpet/at your desk, how to ask for help, how to work with a partner, etc. Particularly important is asking students to share in the creation of these rules, which encourages student buy-in. Furthermore, once procedures are put in place they must be practiced multiple times and reinforced.
I also believe that having some shared control in the classroom is important. Fay and Funk (1995) say we can either give students control on our terms or they’ll take it on their terms. This only ignites a battle for control and chaos ensues. Without a calm environment, teaching is difficult and students’ learning suffers. Rather, offering “choices within limits” is a great compromise that is done quite easily, for example, by letting students decide between picking their own partners, or having them assigned.
Another important aspect of shared control is giving students some leeway in solving problems they created. In a sense, letting them determine their own consequences, within limits, of course. I’ve watched this successfully done in my own experience as a student teacher. I’ve found students are typically very honest about mistakes they’ve made, and are also very capable of coming up with a plan to resolve them. This also helps students practice problem solving and decision making skills while keeping their self-concept intact.
Lastly, but most importantly I think how I react to situations determines how much learning takes place. Specifically, remaining calm has a powerful effect. I know this can be challenging at times, but having knee jerk reactions only defeats my efforts to provide a safe, calm and positive learning environment for my students. Instead, setting a collaborative tone in the classroom and sharing some control allows more time for teaching and learning. After all, it is my responsibility to set my students up for success, and how I approach classroom management can make that harder or easier.
References
Fay, J., Funk, D. (1995). Teaching with Love and Logic: Taking Control of the Classroom. Golden, Colorado: The Love and Logic Press.
Wong, Harry K., Wong, Rosemary T. (2009). The First Days of School: How to be an Effective Teacher. Mountain View, CA: Harry K. Wong Publications.
Classroom Management 