Classroom Management Beliefs

I believe in the importance of proactive classroom management.

By establishing and implementing preset procedures on the first day of school
I will set up my classroom for success. Having well explained procedures will
assist my students in knowing how to succeed in class. These proactive
classroom management steps will assist me in managing, rather than
disciplining, my class.
Research and theory, then, support the intuitive notion that well-articulated
rules and procedures that are negotiated with students are a critical aspect of
classroom management, affecting not only the behavior of students but also
their academic achievement (Marzano, R. J., Marzano, J. S., & Pickering, D.,
2003, p.17).

I believe in intentionally creating a positive classroom climate.

I want my classroom to be a place where smiling, critical thinking, laughing,
questioning, and learning all occur. I will create this climate through the
purposeful use of teacher disposition and the physical environment of the
classroom. I will exemplify a positive teacher disposition through praising
students efforts and offering words of encouragement. A reading nook and a
student work wall will contribute to the inviting atmosphere that my
classroom will have.
Research proves that a schools and classrooms cleanliness, orderliness,
and character influences the students behavior and the ability of a teacher to
teach (Wong & Wong, 2009, p. 92).

I believe in setting high expectations through norms.

My classroom norms will explain to students the behavioral and performance
expectations of our classroom. These expectations are crucial because they
will set the bar for student performance. I believe in setting high
expectations because I believe that high expectations encourage students to
do their very best. Being respectful, kind, and hardworking are some
examples of high expectations that I will implement in my classroom through
norms.
Your expectations of your students will greatly influence their achievement
in your class, in their lives, and ultimately the world (Wong & Wong, 2009,
p.44).