My Philosophy of Classroom Management

My Philosophy of Classroom Management

Classroom management is an integral part of ensuring active learning for all students. Some of the models used by teachers for effective classroom management are Harry Wong’s Effective Classroom and Morrish’s Real Discipline. Harry Wong primarily focuses on the routine establishment in the classroom while Morrish focuses on organized tactics that have previously been used by excellent teachers in effective class management hence helping the students in becoming self-directing and well-mannered (Dustova & Cotton, 2015). One of the strengths of Harry Wong’s theory is dividing procedures into time frames, making it be quickly followed. The approach has a weakness of focusing more on the successfulness of the teachers than that of the student. Morrish’s theory describes methods and techniques intended to help the students. One of its weaknesses is stressing reactions more than limitations.

Some of the systems in schools/campus behavior management are Character Education and Love and Logic. The character education focuses on techniques of teaching the children with a primary objective of helping them develop good morals, behaviors and become acceptable being in society. Love and logic involve setting and enforcing limits due to the love we have to our kids and doing so with empathy and compassion.  Character Education has helped schools in improvements in areas such as school cultures, academics, as well as behaviors as one of its strengths (Sari, 2017). One of its weaknesses is that it has been perceived as conflicting with the established school curriculum. Love and Logic hold students accountable for their actions as one of the strengths as well as making the students understand what is expected of them. However, the program requires modification for different students for it to become competent in class management (Sari, 2017). This complicates its implementation to the individual student.

Reflection

Classroom management is one of the significant sources of anxiety for any teacher. Effective management of the classroom, having about twenty to thirty students, and responding to individual behavior is a complicated activity and requires considerable commitment (Dustova & Cotton, 2015). I believe that teaching the students about the self-control will eventually make the disciplined and controlled. I also think that all students need to be modeled since most of them are disruptive in nature. I believe that students should offer their thought while creating rules and consequences. In my future classroom, I will incorporate Harry Wong’s theory, and the Character Education system to ensure effective classroom management. The approach developed by Harry Wong focuses on elements such as the things happening routinely in the school, as well as the procedures. An active classroom has elements such as establishing classroom designs, organization, scheduling, and effective communication, among others.

To meet the needs of the students and foster learning in the classroom, I will help the students in establishing higher expectations, and encourage positive interactions among the students. Listening to each student in the class and modeling how students are expected to learn. I will also make failing and learning in the classroom healthy and give feedback to the students often. To ensure that the class has a pleasant environment for positive interaction and self-motivation, I will teach the students effective conflict resolution techniques and create a conducive environment for practicing social skills both in groups and individually (Demirdag, 2015).  I will also focus on modeling and teaching through the emotional and social learning strategies that encourage self-awareness and reflections for the students (Dustova & Cotton, 2015). Involving students in the establishments of classroom rules and procedures motivates the students as they feel part of the regulations hence reduces resistance.

References

Demirdag, S. (2015). Classroom management and students’ self-esteem: Creating positive classrooms. Educational Research and Reviews.

Dustova, G., & Cotton, S. (2015). Classroom management strategies. CTE Journal.

Sari, N. A. D. C. (2017). The pattern of character education in extracurricular activities in elementary school. In Proceeding the International Conference on Education Innovation (Vol. 1, No. 1, pp. 565-570).