Running head: CLASSROOM 1

Classroom Management Philosophy

Jennifer L Gonzalez

Grand Canyon University: SEC-590

February 15, 2020

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Classroom Management Philosophy

All students are entitled to a safe and secure learning environment with consistent

discipline and praise where they can learn and grow with equal opportunity to succeed. This

begins with clear idea of acceptable behavior, routines, and expectations. By students knowing

what behavior is acceptable, or unacceptable, it provides more time for learning and instruction,

and less time for redirecting, or dealing with disruptions. It is important to establish these

guidelines from the beginning; giving students a say in these guidelines assists them in taking

ownership in the classroom, and feeling like they are part of a class, not just in a class.

“Research indicates that teachers’ skills in creating safe, supportive classrooms are a major factor

influencing students’ motivation, achievement, and behavior” (Jones & Jones, 2016,

p.4). Students understanding their role, the teacher’s role, and overall classroom standards helps

to create an environment conducive for learning and achieving academic success.

Classroom Management

I believe that if you set standards for your students they will live up to those standards, if

not exceed them, but they have to believe they can, and trust you to guide them to accomplish

this. Trust is the key factor, if a student feels valued and seen, it sets a foundation that leads to

trust, which leads to feeling secure and supported, which increases motivation and achievement

and decreases disruptive behavior and lack of engagement. Establishing non-negotiable rules and

giving an explanation of why the rule is important, gives the student a clear understanding of the

why of the rule, rather than feeling like they are just being told what to do. For example: there is

no talking when the instructor is talking, because everyone has the right to be respected and

valued; so when a designated person is talking, no one else is talking because this is respectful,

and makes the person feel valued, and when it is your time to speak it is nice to have the same
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respect. After stating non-negotiable rules, introducing more flexible rules open for discussion

and revision by the students, creates a feeling of belonging to a classroom and gives them

ownership, by believing their opinions and views matter. Once rules are established,

consequences and rewards can be established in much the same way, this gives students a clear

view of what happens if rules and standards are not followed putting the responsibility and

accountability on the student. With large classroom sizes having routines, such as entrance

activities, exit activities, detailed lesson plans, and specific clean-up, and release expectations

provides less of an opportunity for chaos, and disruption, delivering the optimal amount of

learning time. Having room for flexibility and change when needed can teach and make for a

higher level of learning, by demonstrating sometimes things do not always go as planned and

that adaptation and compromise is an important part of life.

Leading by example and always following through with what you say is important to

creating trust, so it is imperative the same holds with discipline. Setting standards, holding

students accountable for their actions, using praise and encouragement when succeeding goes a

long way with assisting students to believing in themselves and them wanting to achieve more.

Simon Sinek (2009) stated “We follow those who lead, not because we have to, but because we

want to”, this is what I want from my students.

Roles in Education

As a teacher it is my job to believe in students’ ability to learn even when they may not

believe in themselves. The student’s role is to find connections with learning, learn to self-

advocate, and to take responsibility for themselves and their education. I do not believe students

are equal to a teacher, but it is important to give them a voice with the understanding of being

heard. I firmly believe that when you hear something enough, you start to believe it. If you hear
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you are a bad kid repetitively, your self-view and decisions start to reflect this, if you repetitively

hear encouragement and praise, motivation and self-esteem will mirror this. In every decision

there is a choice, and it is followed by consequence (good or bad), and mistakes will happen, it is

what you do with those mistakes that is important. Every day is a new beginning to make better

choices and decisions, it is important for students to understand this. Fairness is not everyone

getting the same, it is everyone getting what they need, therefor discipline or accommodations

for one student may be different from another, and by every student knowing that they are

independently important makes understanding this easier.

Influences

Having a son that struggled in school with everything from academics to behavior, a son

that has hearing loss and accommodations of a 504 plan, and another son that succeeds with an

IEP in place, gives me a vast understanding of diversity in learning and the classroom, and a

need to make every student feel important and assisted in the best possible way for them to learn

and thrive in an environment that empowers them. I know first-hand the results of the power of a

teacher believing in a student, when others may dismiss them due to behavior, and what it can do

for the student on the receiving end, and where it can take them. Being this kind of educator is

what drives me and inspires me to inspire students.

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References

Jones, V., & Jones, L. (2016). Comprehensive classroom management: Creating communities of

support and solving problems (11th ed.). Upper Saddle River, NJ: Pearson. ISBN-13:

9780134444352

Sinek, S. (2009, September). How great leaders inspire action [video file]. Retrieved from

https://www.ted.com/talks/simon_sinek_how_great_leaders_inspire_action