Philosophy of Classroom Management

Classroom rules and writing rules share similar characteristics. To ensure that the content

is given the attention it deserves, writers must adhere to the rules of grammar and mechanics. If

those rules are not enforced consistently, the piece of writing becomes confusing, chaotic, and

inefficient. Similarly, in a classroom rules must be enforced consistently, or the room will start to

resemble a freewriting exercise. In Cindy Rigsbee’s book, she discusses the mistakes she made

the first year of teaching. The two most important mistakes she made that I want to avoid are

neglecting to form relationships with students and not establishing consistent and clear

expectations (2010).

There needs to be structure in a classroom and that is established by creating classroom

procedures. These procedures are like various formats of writing. They are both designed to

optimize a reader’s understanding of a text. For instance, introductory paragraphs are necessary

to set the tone of an essay, just as a beginning of the class period procedure is essential to setting

the tone for the lesson and preparing students to learn (Reynolds, 2017). If procedures are

referred to and practiced regularly, eventually it will become habit. I do not want students

thinking about where to find their missing work from yesterday’s absence. I want students

focusing on the lesson in front them. Just as a writer does not want their readers to think they are

reading a book.

The most important element of classroom management is the students. Some students

spend more time at school than at home (Reynolds, 2017). Some students have not had the

chance to learn productive communication skills. They do not understand how to argue because

they are expected not to disagree. In my classroom that is different. I believe every student has a

right to a perspective. It is of my greatest priority to teach my students how to present and

support their perspective. To create a classroom environment that allows for productive

disagreements, establishing a culture of trust and respect is essential.

I believe creating this culture is best done through establishing rapport. Whittaker often

repeats the adage, “they don’t care what you know until they know how much you care.” and

that speaks true to my philosophy (2019). I cannot expect students to share about something as

personal as their own perspectives on literature-which is often about the great joys and great

tragedies of life- if they do not feel safe or respected. It is my duty first and foremost to model

that rule by respecting my students for who they are (Rigsbee, 2010). For this reason, I feel that

respect is the golden rule (Reynolds, 2017). To rob students of the opportunity to connect with

art, language, and literature because they do not feel secure enough to discuss it, is a tragedy

itself.

To build rapport it is paramount to show the student that I respect them and their

opinions. This will be done by remaining fair, taking time to talk to every student at least once

during class. Each and every student has a backstory, a life outside of school with their own

interests and struggles (Schwartz, 2016). To build and maintain relationships, this must be

recognized. Furthermore, maintaining a respectful and safe environment is done by not tolerating

insults, otherwise known as ad hominem, which means “to the person” in Latin. This is a fallacy

of argumentative writing. It is also detrimental to students mental and emotional health. This

involves the active effort of the entire class.

Neither language nor learning are passive things, and they both require community

and engagement. Students must actively work on being respectful to each other. Students may

be just as reluctant to participate in discussion if they feel as though their classmates do not

respect their opinions or will judge them if they are wrong. It is paramount that students have the

space to be wrong without fear of judgement. We learn best by making mistakes. Literature and
language are especially fluid and subjective. There are multiples ways to interpret a story and

students must learn to consider those interpretations, and respectfully agree or disagree with

them in a productive and academic way. Making fun, hurling insults, and attacking people

personally will not be tolerated. Instead, students will learn to communicate their perspectives

and respect each other’s views whether they agree with them. Students must show each other

decency and respect in order to learn properly.