Classroom

Management
Philosophy
Benette Yates
Professor Theri Forey Wyckoff
EDU 240
My classroom management and student engagement philosophy are to lead students in a conducive

environment that helps them be competent, self-disciplined, and courteous beings

both within and outside the classroom.

A teacher's most challenging task is ensuring that students understand what is being

taught in the classroom.

During this course, I learned an essential management technique that requires the

establishment of classroom

boundaries between students and teachers and between students and other students.

I feel that a class may become powerful if all of the students are aware of the rules.

The benefit of establishing boundaries is that students will reinforce classroom boundaries
As a teacher, I also need to reinforce the exact boundaries in the classroom.

This is because a teacher should be upfront about what they expect from pupils and not negotiate

with them. A teacher should be pleasant, captivating, enthusiastic, and informed about the subject

being taught. When a teacher has excellent management abilities, the lesson goes smoothly and

is successful. Teachers need to have a flexible personality to adapt to the changing classroom

environment and students' needs. My personality type helps me to connect with my students and

adapt to their different learning techniques. I can set up the classroom so that students feel at ease

and eager to learn. If students are motivated, and the teacher meets all of their needs,

they will learn effectively. I understand that if children feel good about themselves and their

teacher acknowledges them, they will try to achieve their best.

According to Linda Albert, when pupils feel a sense of belonging, they are most likely to cooperate

with the teacher. In my class, I shall establish a relationship with my students in order to get

their full participation.

Linda Albert also taught me about the three C's: making students feel capable, connecting

with them, and contributing to their learning.

To accomplish this, I will urge students to do

their best and assist their classmates whenever possible.

Rudolph Dreikurs believes that all humans have a need to be a part of a group and to feel significant.

Democratic educators, he claims, are better able to develop and competence and confidence.

This is exactly what I want my pupils to feel and experience.

I will teach them to accept when they are wrong and try to do better the next.

This will help them to rectify their behaviors even without being supervised.

I will create a classroom management plan that students will apply in every classroom

based on respect and learning, which would have consequences if not followed.
William Glasser is another person with whom I completely agree. He claims that an effective

curriculum should address students' needs for survival, connection, strength, excitement, and freedom.

Teachers should make modifications within a lesson to ensure that every student understands.

Playing a game that delivers the same information as the lessons but in an entertaining way

is one way of achieving engagement and learning. Another key point he emphasizes is the need

for the instructor to act as a lead teacher rather than a bossy teacher while working with students.

This is the sort of teacher I aspire to be: one that empowers pupils rather than dictating to them.