Philosophy of Classroom Management

Philosophy of Classroom Management

Faith Swineford

EDUC 382

Mr. Savidge

02/20/2021

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Philosophy of Classroom Management

Introduction

I believe that the purpose of classroom management is to teach and correct students, not

to punish them. It is more effective to work with students in correcting their behavior rather than

trying to do it for them. Classroom management is most efficient when paired with positive

relationships, a good classroom atmosphere, and allowing students to be a part of the discipline

process. My biggest goal is to teach my students how to behave well and form good relationships

with their peers and others around them. I pray that I can give my class an atmosphere of love

and safety.

Positive Relationships

As any educator knows, positive relationships are an essential part of good classroom

management. I believe that the small things are most important- greeting students as they come

into the classroom, praising them when they achieve something new, getting to know them

personally, being sincere, etc. Teachers should know their students well and cater their teaching

to the personalities in their classroom. Students must know that their teachers care about them

and must understand that they want to help them succeed academically and as people.

Having positive relationships with students helps with discipline. Students will be more

receptive to discipline when they know their teacher cares about them. If a teacher is harsh with

students all the time, students will not be receptive to discipline when it is needed because the

teacher is not responding in a different way than usual. Teachers cannot get more stern when

students truly misbehave if they are stern when students make the smallest mistakes. I believe

that teachers must calculate their emotions and responses to gauge how stern they must be in

response to specific situations.

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Philosophy of Classroom Management

Classroom Atmosphere

Students must feel safe and loved to learn efficiently. If a child comes into a classroom

where they feel unwelcomed, unloved, or highly self-conscious, they will have a more difficult

time learning. Students need to feel free to take risks and make mistakes, because that is how

learning occurs. Teachers must be sure that students are able to be themselves and learn in the

way that is best for them, even if it is different than other students in the class.

Students as Part of the Discipline Process

Discipline is more effective when it involved both sides. Teachers should make an effort

to work with students when disciplining them, allowing for input during the process. When a

behavior plan is needed (whether documented or undocumented), students should help form the

plan. Younger students will enjoy choosing rewards for when they behave well, and older

students will simply appreciate having their opinion being heard.

Conclusion

My philosophy of classroom management is designed to form good relationships with

students in order to discipline, not punish, them best. Forming and maintaining positive

relationships, fostering a good classroom atmosphere, and allowing students to be a part of the

discipline process are the three management strategies I find most important. Students must feel

that they are a part of the classroom, and my strategies specifically allow that. I will know and

appreciate each of my students so that they have the best learning atmosphere.