...Personal Classroom Philosophy Self-efficacy Using the theory of building positive relationships from Savage, T.V. & Savage, M.K. (2010), can help in gaining the student’s respect and in believing in their abilities in my classroom. Students will also feel comfortable in the classroom, building on their self-efficacy to succeed. Treating students with respect gives them a sense of belonging. With that belonging and trust, students will have an environment that they want to be in, creating a classroom they can succeed in. According to Savage (2010) creating predictability and consistency in the classroom is important at the secondary level. Having predictability in the classroom will help with student’s self-efficacy because they know what they are coming into and can feel confident and comfortable in the classroom. Being consistent fits in with predictability because the students need to know that what the teacher says will stay the same. If a teacher is consistently changing rules and expectations then students will lose trust because they won’t know what the teacher is expecting of them. Self-management In order to promote self-management, I would use French and Ravens’ (1959) approach of Reward, Powers and Authority. Giving rewards or incentives can promote self-management. The students need to have respect for the teacher giving the reward, so I plan on gaining the trust and respect by building positive relationships. After gaining their respect...
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...As a teacher, my philosophy is rooted in the belief that I want to promote meaningful learning and lifelong learners. Also, I believe children need to respect in order to expect children to be respectful. A major point that drives my philosophy is the incorporation and inclusion of diversity. Diversity in the class includes cultures, family’s dynamics, children’s interest, and learning needs and styles. I believe each student is different and teachers can meet everyone's’ individual needs in order to learn. Since not one philosophy fits my beliefs and practices, I’ve incorporated an eccentric approach to implementing a behavior plan into the classroom. The first philosophy incorporated is constructivism. “In constructivist classrooms, young children's participation in rulemaking promotes their moral development” (DeVries & Zan, 2003, p.64). Students collaborate with teachers to create behavior and classroom...
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...“Sit down!”, “Be Quiet!”, “Shhhhh!!!” These desperate commands are often heard in the rooms of beginning teachers. I know that I have used them. In a desperate attempt to seek control of the class new teachers often fall back on these. Even as a student teacher, I often heard the more experienced teachers use them. Albeit effective in the short run, is it the most effective way to manage a classroom? The tried and true guru of classroom management, Mr. Harry Wong states in his book, The First Days of School:How to be an Effective Teacher, “A teacher who is grossly inadequate in classroom management skills is probably not going to accomplish much.” He further states, “The ineffective teachers, each day, become more stressed, burned out, frazzled, negative, cynical. and angry.” Wow! This is not what I want. With the desire to become a teacher of excellence, I must understand that the difficulty of managing middle school children will not just happen. Furthermore, I must also understand that creating a great lesson won’t magically make them behave either, no matter how many hours I spend on it. There must be a plan, and that plan must be implemented every day and in every class....
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...Philosophy of Classroom Engagement and Management Cheryl Lindsey Grand Canyon University: EDU-536: Classroom Engagement and Management Dr. Strickland September 23, 2015 Philosophy of Classroom Engagement and Management This paper uses annotated bibliographies to discuss key topics of this author’s philosophy of classroom engagement and management. We will look at both, teacher’s role and student’s role. A closer look at the classroom atmosphere and appearance will help us understand how they can make a difference in the learning environment and student’s success. The discussion will end with a look into the relationship of student achievement and classroom engagement and management. Teacher’s role as facilitator Clapper, T. C. (2009, July). Moving away from teaching and becoming a facilitator of learning. Professional Against Improperly Labeling Active Learners: PAILAL Newsletter, 2(2), pp. 1-6. Retrieved from Academia: http://www.academia.edu/1180001/Moving_away_from_teaching_and_becoming_a_facilitator_of_learning Gone are the days of lecturing and teaching by the book. Today’s classrooms are built on helping students learn by engaging and motivating them. Teacher’s need to be flexible enough to stop in the middle of a teaching plan and change gear if they see the plan not keeping the student’s attention. The learning needs to be collaboration between students and teacher. As a facilitator, we guide the students to learning and beyond. It is the teacher’s job to...
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...CURRENT PERSONAL PHILOSOPHY 1 Current Personal Classroom Management Plan Grand Canyon University EDU 536 November 6, 2013 CURRENT PERSONAL PHILOSOPHY Current Personal Classroom Management Plan As professional educators we have a responsibility to practice good classroom management. It is important to have a plan to be organized. We must organize our material, time, classroom, and students so we can ensure the student practices effective learning in the classroom (GCU EDU-536 Lecture, 2013). Canter (2006) said “Teachers who master effective classroom management skills can raise the achievement of their students by a dramatic 20 percentile points”. As a teacher, if we use great classroom management skills we can better guide our students. Classroom management is key to student success. The structure of classroom 2 management influences a students goal and achievement (Self-Brown and Mathews, 2003). It promotes a learning environment with minimal distractions and minimal student misbehavior. Managing our classroom appropriately we can teach our material effectively and promote student engagement, achievement, and effective learning. All of these ideas should be exercised from day 1 of class; especially classroom management and student engagement. They are the two most important ideas (GCU EDU 536 Lecture, 2013). Classroom management can be observed in how a teacher acts, how a student behaves, what the classroom looks and feels like, how a teacher assists a student...
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...Current Personal Philosophy of Classroom Management Grand Canyon University: EDU 536 December 9, 2012 Current Personal Philosophy of Classroom Management My current personal philosophy on Classroom Management: How the teacher should act. * Professional- dress, looks, and personality. You are someone the students need to look up to. * In control of the situation- Always having control of what is going on in your classroom. * Responsible- for my actions as a teacher and my student that I am teaching * Compassionate- Listen to your students and understand them. They are not your little robots. They are people to and you are to help them on their journey. These are the thing I believe is how a teacher should act when she is anywhere. At all times we as teachers are looked upon by the community, parents, and students are the role model and need to act like a role model. It is important we act as we want our students to act. How student are expected to behave. * Students are expected to have manners- Students need to use kind words as simple as please, thank you, and you are welcome. * Responsible- Students are to be responsible for their actions toward me and others. * Understand- Students need to understand right from wrong. * Respect- Students will understand and be respectful to the adults at school and other students. * To have a want- I expect my student to have want to learn and be there at school. If they do...
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...The most important aspect of my philosophy of education is my belief that any and all students can learn. I believe that children learn at different rates and in different ways; as a teacher, I will do my best to include strategies and materials to meet the needs and learning styles of all of my students. I will include questioning techniques and other strategies that will challenge students at all levels and ability. I hope to extend their thinking and to stretch beyond their expectations of achievement for themselves. As a teacher, I plan to get to know each of my students and their interests. I want to know what motivates them and how they behave in different settings, including but not limited to The Physical Education setting. This information will not only help me...
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...Renowned American Educators Evertson and Weinstein (2006) define classroom management as “the actions teachers take to create an environment that supports and facilitates both academic and social emotional learning.” This simple means that classroom management is a set of rules, words, and deeds that you, the classroom teacher, use to keep your classroom running smoothly so that you and your students can work, teach, and learn safely and efficiently. I will first take into consideration the physical environment of my classroom. Since my students spend most of their time in the classroom, I have to make sure that they are in an environment where they are comfortable and safe. As a class we will come up with ideas and suggestion as to how we would like our classroom to look and be. According to Charles and Senter (2011), there are six facets of the physical environment of a classroom which teachers have to consider in providing a pleasant place for learning. These include floor space, wall space, shelf space, cupboard space, countertop space and closet space. By utilizing the limited space provided to us in our schools today, I will be able to have proper control over how I organised the set up of my classroom. I will design my classroom seating arrangements so that it can have an impact on the students also. I can remember being in standard four, the seating arrangement in the class were placed horizontally causing us to break out heads to see on the blackboard. This often cause...
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...A classroom management plan should develop students to be responsible learners, create a positive classroom environment, and to maximize time and opportunity for learning. The goals of my classroom management plan is to provide a safe, challenging and engaging classroom environment that maximizes learning opportunities for my students while still maintaining student behavior. I believe that a good classroom management plan will provide a base for the classroom that is structured around prevention, respect, and consistency. As the teacher, I also need to understand that discipline problems are inevitable, but through high expectations, set rules, interesting curriculum, the use of body language, eye contact, and proximity these behavior...
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...Classroom management is essential to the success of each student as well as to the success of the teacher. It is something that I find to be one of the most important aspects of becoming a teacher and having my own classroom. The goal of classroom management is to create an environment in which every child succeeds. As a teacher, I would need to be able to anticipate my students’ actions before they happen, handle situations that do arise, and prevent them from happening again. In order for me to be able to be able to anticipate what a student will do, I need to know my students very well. It is crucial to learn about each one of my students and understand what may cause them to be upset and act out. If a student is gifted and they tend to...
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...Personal Philosophy of Classroom Management Grand Canyon University: EDU 536 July 16, 2014 Dr. Melissa Holmberg How The Teacher Should Act * Teachers should display a professional demeanor at all times. * Teachers need to act compassionate towards their students daily as this will help the environment to remain safe, positive and productive. * Teachers should help students learn to behave responsibly and strive for excellence. * Teachers should be motivators for their students because motivation is the key to success. * Teachers should show sensitivity to and understanding of students’ personalities, backgrounds, and needs. * Teachers need to make their expectations clear on the first of school and they need to reinforce this daily to help the students stay accountable. How Students Are Expected To Behave * Students need to take pride in their work and make a reasonable effort to learn. (Charles, 2014). * Students are obliged to refrain from interfering with class work, disrupting the teacher or instructional activities, and interfering with other students’ efforts to learn. * Students are obliged to display acceptable behavior, which includes abiding by class rules, behaving civilly, and showing consideration for others. * Students should be caring and show respect towards their peers and towards the staff of the school. * Students are expected to be accountable for their actions and for their decisions. What The Classroom Might...
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...Elementary School- 1st grade Joey talks out of turn, loudly, and off topic. A1. Joey is a first grade student in my class, he talks out of turn, he is very loud, and talks off topic often. This is very disruptive to both myself, as I am trying to teach a lesson, and other students, as they are trying to learn. When he talks out of turn, I then have to stop my lesson to get him refocused. While I am trying to get Joey refocused other students become off topic and cannot properly concentrate on their classwork. Joey’s actions tend to monopolize my time and this is both disruptive and unfair to the other nineteen students in my class. A2. Before Joey starts to talk out of turn, loudly, and off topic, I had announced that we were going to move in to a new subject, reading. A3. By Joey talking out of turn, being loud, and off topic, it causes the entire class to become disruptive and start talking, laughing, and become of topic themselves. When this happens it causes me to have to spend time that should be spent teaching and learning to get the students to refocus; thus having less time for our reading lesson and more work to be sent with the student’s home to be completed. A4. One instructional intervention that I could use on Joey to help mitigate his behavior is to give him praise when he is staying on task, waiting his turn to speak, and/or talking quietly. Also when we start the transition to reading I have appointed Joey to be my reading helper...
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...Personal Philosophy of Classroom Management Robyn Alexander Grand Canyon University: EDU 536 August 14, 2013 I). As one consider their current view of classroom management, I characterize my own style as speedy, energetic, tough love, humanistic, and reasonable in view. I’ve briefly described them as: a. Speedy: I ‘nip a problem in the bud” as soon as I see early signs of trouble or danger. Speedy interventions are proactive, and help to take care of little issues before they become big ones. For example, if a student blurts out, "I don’t like this assignment because it’s stupid." I don’t tolerate the use of "stupid" as I consider it as them saying ‘whoever created this assignment is stupid”. Even though that probably is not what he or she meant, the word “stupid” is a slur and violation of the classroom rules. Therefore, I would go up to the student quickly and quietly to remind him or her that their language or comment(s) in class should not be negative, disrespectful, or offensive. b. Energetic: By creating classroom rules, teaching, and allowing students to be a part of a moving environment, it gives them power and offers a proactive, not reactive approach to try and eliminate negative situations from occurring. When students know what is expected of them, the rules become a part of them. After this is practiced, and instilled in them from the beginning of time, it allows the students to own up to their own behaviors and be more involved in the moving classroom environment...
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...is a set time for everything: eating, playing, math, and reading. Children are not given any choice on when and how long they can participate in an activity. Montessori schools believe in allowing the students to choose in how long it takes to explore and learn from an activity. The schedule is fluid with some activities taking longer on some days and shorter amounts of time on another day; depending on the mood and energy of the children in the classroom. The teacher rules in traditional school settings. The teacher teaches her class and the children sit and listen intently. Children are not allowed to move or talk without first getting the permission of the teacher. The Montessori teacher takes a silent presence in the classroom. The goal here is to present the information to the class and then allow the children to explore the new concept while moving around the room and talking. Being outdoors is essential in a Montessori school. It is believed that all children need time to play and explore the earth. The Montessori philosophy on this is that, through out doors play, children learn to appreciate the planet while feeding their natural curiosity. This appreciation and curiosity leads to wanting to learn about science and conservation. The fresh air and exercise is vital to a healthy body which lends itself to the...
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...Ethics and Human Values Materials for This Course Available in the Bookstore J. S. Mill Utilitarianism (Hackett) Immanuel Kant Grounding for the Metaphysics of Morals (Hackett) Aristotle Nicomachean Ethics (Chicago) These are all relatively inexpensive paperbacks. So acquire them immediately. There will also be a few brief handouts. Course Description The subject of ethics is the pursuit of the good. For animals, the good is given in instinct; however, with the advent of reason we have the capacity of the human being to choose that which is not given by nature. This means that it is unclear that our immediate impulses guide us correctly; there must be a standard to be argued for, since the immediately given is not satisfactory. It is in ethical reality that the degree of difference of intelligence between man and the animals is perhaps equivalent to a difference in kind. Because of this, the human good, as opposed to the natural good, is inherently questionable. In this class, we will be looking at how it is that philosophers have concerned themselves with this question. We will look at 3 of major different ways in which the question the ultimate ethical principle has been understood; the utilitarian, the “deontological” and the “eudaimonistic”, by considering a few of the primary texts that deal with these. Requirements, Expectations, Grading You are expected to attend and attentively participate in every class period. The grade...
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