...Amber Garvin NBT – Classroom Management, Engagement, & Motivation Task # 642.1.1: Classroom Management Theories Classroom Management A. The Importance of Classroom Management The fundamental goal of an educator is to effectively teach their students. Therefore, the effectiveness of an educator’s classroom management is directly correlated to the student’s educational success. Moreover, an effective classroom management strategy contributes to an attentive and orderly classroom, providing the students with self-motivation, essential in early childhood development. “Self-motivation is a continuing process and the only way we become better and stronger is to create a few mistakes a long the way and also face a few setbacks” (Solis, 2009). Providing first graders with a concise and understandable classroom management plan, creates a creative, caring, and convivial learning environment. A1a. Self-management Classroom management is very important for students as well as teachers. Teaching first graders self-management is one factor of classroom management. Student-centered instruction is one way to teach first graders self-management. This type of method teaches students to verbally communicate with others in an appropriate way, giving the teacher the ability to successfully create a fun and exciting learning environment. Just because a classroom is noisy does not mean it is not a well-managed classroom. Students need to feel they belong and be given the freedom...
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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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...and Management: Different Yet Related Mary Keel Grand Canyon University: TCH-536 January 26, 2014 Comparison of Discipline and Management, and Behaviour and Misbehaviour Definitions Discipline denotes training or systematic instruction intended to produce a specific pattern of behaviour or character, especially training, which produces mental or moral character that adheres to a specific order or conduct. The term could also refer to the product of the training, which is controlled behaviour that results from self-control attained after disciplinary training. The term also denotes the act of punishing to enforce obedience or gain control (Marvin, 2014). Management is the coordination and organization of activities in a classroom in order to attain defined objectives and this involves controlling or dealing with students, processes and things in a manner that enables attainment of set goals and objectives (Marvin, 2014). Behaviour denotes observable activities or mannerisms in humans, which is an aggregate of responses to stimuli or input whether external and internal, voluntary of involuntary, covert or overt and conscious or subconscious. On the other hand, misbehaviour denotes conduct or actions that are incorrect, improper, inappropriate or unexpected of an individual based on their settings. Similarity of the Terms 1) Discipline and management are both control processes aimed at achieving specific objectives. On one hand, management deals...
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...A Future Teacher’s Philosophy of Education Education and children has always been a big part of my life. Education was always stressed upon in my house by both parents. It has never been an issue whether or not my brother and I would go to college; it has been a known fact that we would both attend college. With both of my parents being educators, education and children have always been very important in my upbringing. All my life, I have been around children, whether it has been babysitting, tutoring, working at a daycare, or just interacting with the children at my mother’s elementary school. Since I have spent so much of my life around people who work with children, it has become more and more evident to me, that I really want to become a teacher. After I complete my undergraduate degree in elementary education, I plan to start teaching right away and start working on my master’s degree during the summer. I plan to receive a master’s degree in school counseling at a college or university in the northeastern part of the US, since that is where I would like to teach. I personally believe that having an education is very important. For this reason, and since I like to help children, I think that I would make a good teacher and eventually a good school counselor. As a teacher, I want all my students to know that they can succeed and they can do anything they aspire to do. I want my students to know they are each unique in their own ways. I think that it is important...
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...Craig Connor’s Philosophy of Education Craig Connor Mount Vernon Nazarene University PEL6003 History and Philosophy of Education October 1st 2011 Dr. Stephen Metcalfe Philosophy of Education When developing a philosophy of education, it is important to take into account student diversity, student learning, curriculum, classroom management, and technology. In the following, I will explain my ideas in these areas and how I will implement them in the classroom. Student Diversity As a future educator, I look forward to teaching children with diverse backgrounds. No classroom is made up of students who are all identical. I will encounter gifted children and ones with special needs. There may be boys and girls who are culturally different and from dissimilar economical circumstances. Gifted students are challenging because they grow impatient about material that doesn’t interest them. Therefore, it is important to modify lessons to accommodate their needs. For example, I will add further criteria that appeal to each of their interests. Just the opposite will be done with special needs children. Many times I will need to modify lesson criteria in order to fit their needs. It is best to limit their written work and set achievable objectives for them. When they do reach these goals, I will praise them for what they’ve done. It is a definite possibility that I will teach children of different cultures throughout my career. With that being said, I understand the importance...
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...Philosophy of Classroom Management A constantly changing and naturally evolving classroom management plan would be the cornerstone of my philosophy, with the central question being “what do these students need and how can I meet those needs.” This type of approach would ensure that I would respond to the diverse intellectual nature of a student body that are also culturally, socially and economically different. Acknowledging that these magnificent young people with exciting and formulating minds need lessons that will arouse their natural curiosity and provoke critical thinking skills, I will develop and implement an engaged pedagogy that honors them, recognizes their abilities, and challenges their constantly expanding dendrites. There is no greater honor than to help another individual come to a realization of their unique and natural talents—to facilitate another’s blossoming in this world and to bring them to an awareness of their place in this continuum. It will be my role and daily challenge to devise relevant and engaging lesson plans that will help create deep thinkers and problem solvers, so that when problems do arise, the students themselves can devise the solution. The goal is to create loving and caring individuals who will take risks, establish realistic goals and assume personal responsibility for the results of their behavior; where the only competition is with themselves, the individual, and not with each other, and where the process is about discovering...
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...February 1, 2018 (7:38-10:05 a.m.) Observation 1: Part A (Philosophies and Teaching Models) • Observation: Upon entering Mrs. Mitchell’s sixth grade classroom on February 1, 2018, at 7:38 that morning, I immediately noticed the classroom was set up in a way that I believe a behaviorist teacher would set up their classroom. As I entered, on my left was a white board with the objectives for the day written on it, at the very front of the classroom was a lectern, and to my right were 5 rows students’ desks. There was also a virtual board in the front of the classroom and Mrs. Mitchell’s desk was right beside the virtual board. Once the students entered the classroom, Mrs. Mitchell immediately told them to pull out their homework so she could quickly check it, and the students were very quick to pull out their homework out for her to check it. As she checked the homework, she gave each student a thumbs up if the answers were correct or said,...
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...Philosophy of Discipline and Classroom Management Kristen Mezulis EDU 535 January 29, 2014 Philosophy of Discipline and Classroom Management I believe Classroom Management is the key component in any educational setting. I believe that if students are in a safe environment, then learning can take place. This doesn’t necessarily mean punishing behavior problems but rather a combination of setting the tone in a class, preventing behavior problems with interesting and engaging curriculums and effectively including all students in the classroom so that their needs are met. Having the right environment for all students to learn is my major goal of implementing good classroom management--without it the students would not be able to learn. I am committed to making my classroom a safe and challenging environment and engaging my students through the curriculum as well as getting to know them and interacting with them one-on-one. I believe that meeting the needs of my students is a very crucial part of my classroom. I want them to be comfortable with the other students, as well as me, so that there can be meaningful discussions and interactions. Talking is common in my classroom, along with group work. I encourage all students to participate in class so that they can learn from each other as well as me. I try to be as fair as I can be, so the students trust me. I feel that I have a very patient and calm attitude with my class. I ask students about their life outside of class...
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...My Personal Philosophy of Special Education Michelle Cushman EDU/301 3/28/2015 Jennifer Baker Bottom of Form Top of Form Bottom of Form My Personal Philosophy of Special Education As a Substitute Teacher Aide for the special education classes in my school district, I know what the special education students are going through because I was in special education classroom all my life expect for Math and special activities, when I was younger and I was always treated badly by other kids cause of my speech and hearing problems which I was mistreated and making fun of all the time. I had my family and two very special teachers in my elementary school and high school that helped guided me in the right direction of who I am today and to prove others wrong that I can do it. Once I start working as a Substitute teacher aide for the special education classrooms my whole life change for the better because I can help kids like myself to understand how important it is for them to reach their goals and once they do it the other kids will be prove wrong. Once I realized that I could make a difference in the lives of the students, I knew where I wanted to be with my goals. During my work experience, I noticed that hands-on learning helps the students to understand what they are learning about. If I were teaching the special need students, about the different holidays that are celebrated around the world. I would have a calendar, picture of the culture on the map where...
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...Teaching Philosophy My teaching philosophy has its basis in my own experience and the nature of project management work. The parallels of teaching project management and any associated concepts to being a Project Manager are significant for me. I encourage a class of diverse students, not unlike a multi-disciplined project team, to participate and collaborate to get the most out of their learning. Similar to planning and executing scopes of work as project manager for commercial and government clients, my responsibility as an instructor is to develop and provide a stimulating learning experience to facilitate understanding and mastery of course objectives by the students. Therefore, my goal, as with my project clients, is to ensure that their expectations have been met - not only have course objectives as strictly written been achieved, but the value of the subject matter has been uniquely and successfully absorbed by each student. I am thrilled to see students complete a course competent in its technical content as well as confident in their ability to integrate their new skills into everyday practice. My teaching philosophy is grounded in the belief that people learn through doing – that concrete experience coupled with active reflection is one of the best approaches to learning. I believe we learn from failures as much as success, and that the classroom experience is not restricted to the classroom environment. My overall goal is to expose the students to the theory of...
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...glorify God in what I do, and be a leader. As a teacher, I am able to accomplish all of these goals. It may not be easy, and it will probably be extremely frustrating at times, but it is something that I feel called to do. I will know that I touched the lives of children, and that’s all that truly matters. I may not be able to see the flower, but I will know that I planted the seeds. To become this type of teacher, I will need to exhibit a variety of traits and knowledge. More specifically, I will need to demonstrate knowledge of content, knowledge of students/background, knowledge of classroom environment, and proper classroom management and engagement. Utilizing this knowledge will help me to become the teacher I aspire to be. It will allow me to use my skills to touch as many lives as possible. Demonstrating Knowledge of Content By adopting a solid educational philosophy to guide us through the content we are teaching, we can know exactly how we are going to instill knowledge into our students. I have decided to adopt the Progressivism...
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...EDU 600 Philosophy of Education David Griffith April 16, 2013 A philosophy of education is something that should be as fluid as water. Philosophy is defined in several different ways that you can apply to education. One definition of philosophy suggests that it is a particular system of thought based on such study or investigation. It is also defined as a system of principles for guidance in practical affairs. With both of these definitions in mind you must reflect and reevaluate your thinking throughout. A philosophy is a not a hard, fast iron clad way of thinking that cannot be changed. As I have thought through this assignment over the last few weeks I have done some reflect on my own philosophy of education and come to some different conclusions. The repetition of the same thing with the expectation of different results is something that plagues educators. As a teacher I tried to change what I am doing to fit the needs of my students. Through professional development I have learned different practices that I can put in place in my classroom on a daily basis. After trying something if it doesn’t work I am not afraid to change it. That self reflection is a key to adapting in education. Our clients change year to year, and even day to day. From day to day students can change their attitudes, and personalities. If I cannot change to meet their needs then I have failed to reach them. When I began in education I was not sure how I wanted to interact with...
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...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 and help pass out any materials we might need during this...
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...All Children Can Learn Tina Martin L24558205 Henry Dorr 2013 EDUC 703-C03 Abstract My educational philosophy is rooted in the basic truth that “All Children Can Learn.” However, children learn at different paces and have various learning styles that must be accommodated. Achieving this goal requires that a teacher be creative, organized, patient, eclectic, spontaneous and possess an open-minded spirit to diversity. Independence, self-determination and interdependency are also at the core of my educational philosophy. I am a firm believer, that when given the tools and proper materials, encouragement and drive to succeed; there is no obstacle one cannot attain. This paper will discuss world views, philosophy of schools, instructional practices, and the teacher –student relationship. It will also discuss diversity in the school, and my calling as a teacher. All of which are important in the world of education. In this era, children are faced with some many obstacles on a daily basis. There are children in broken homes, children dealing with parents that have substance abuse; abused children placed in foster homes, children with disabilities, not to mention children being bullied within the school setting. With all these issues, children have low self-esteem, lack of self-worth and a lack of motivation. This group of children become involved with gangs, become teen parents, or either drop out of school and worst yet commit suicide. Teachers have to be social workers...
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...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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