Nicole Bouvier

Classroom Management

Dr. Hewson

5 November 2016

Philosophy of Classroom Management

I believe that one of the most important goals of education, regardless of the

subject being taught at any given moment, is to prepare students for the lives they will

lead after they leave school. Students will go on to undertake many diverse careers and

face a wide array of challenges, but regardless of what path they pursue, they will need

to understand how to work cooperatively, think critically, and make well-reasoned

choices. As a teacher, I believe that there are concrete steps that I can take in my

classroom every day, which are firmly rooted in current best teaching practices and

developmental psychology, that will foster these core skills in all of my students.

Authoritative Teaching

As Diana Baumrinds three parenting styles demonstrate, children thrive when

their caretakers employ an authoritative style of leadership. With this style, the caretaker

is the leader who directs the childs activities, but is also highly reactive to the childs

needs. This means that expectations are always set so as to be appropriate for the

childs current aptitude and stage of development, and are discussed with the child so

that the rationale for one kind of behaviour being preferable over another is clear. This

sort of leadership style helps children to understand not simply how to behave, but why

good behaviour is valuable for themselves and for those around them. As a result,
children become increasingly autonomous as they become capable of making well-

reasoned decisions about their own behaviour in various situations.

As a classroom teacher, I will adopt this style of leadership with my students. I

can begin doing this during the first days of class as I communicate my expectations for

the classroom environment and student behaviour. I will construct a set of class values

and expectations with my students, giving everyone an opportunity to contribute to the

rules which will govern daily life at school. This is because students are more likely to

follow a set of rules that they feel personally responsible for setting, and also because

our discussion surrounding classroom expectations will prompt students to think about

why they should behave in a certain way while they are in class. The goal is for all

students to understand the rationality behind the standards which are being set for

them.

My role as an authoritative teacher is to set high but achievable goals for my

students, and to have regular conversations with them about why I have particular

expectations for them. This will extend to the discipline of students who have made a

mistake, whether it be a consistent failure to complete homework or a behavioural issue

which affects other students. Whenever possible, I believe that it is best to use

restorative, and not punitive, consequences. Students should get the opportunity to

discuss why a behaviour is unacceptable with a caring adult, and identify the harm that

they have caused. Collaboratively, the student and teacher can then determine a course

of action which will rectify that harm, whether it be with an apology, a letter, an

appropriate make-up assignment, or an act of community service. This is the best way

for students to learn from a mistake and move forward in a positive way.
Encouraging Competency

According to Erik Erikson's theory of development, most students will pass

through the stage of inferiority versus industry throughout much of their time in school.

At this stage of development, children are acquiring new skills and information, and

becoming more preoccupied with doing things correctly. In order to move through this

stage optimally, children need to experience many successes in order to foster their

budding sense of competency. This is why it is so important to set goals and

expectations for students which are high, but also achievable.

In order to further nurture those feelings of success, I believe in sharing the goals

I have set for my students by creating and communicating Shared Learning Targets

(Moss, Brookhart & Long) which express in clear language what the purpose of each

lesson is. Young learners should understand both the concrete skill that a lesson is

meant to teach, and how that skill fits into their own set of strengths. This practice gives

learners a sense of purpose as they participate in lessons and complete coursework,

and allows them to feel a sense of accomplishment every time they master a new skill,

contributing the the development of feelings of competency. Learning skills may vary

from student to student, since every individual will have particular strengths and

weaknesses.

Reflection, in the form of journals, exit slips, or discussion, will also be

incorporated into my classroom. These are rich opportunities for students to reflect

upon, and therefore solidify, their learning. It is also an opportunity for students to reflect

on the small moments of triumph that they experience as they are learning, increasing

their sense of competency.

Differentiation in the Classroom

In order to include and engage all of my students in meaningful learning and to

promote a sense of competence in them, I will incorporate the Universal Design for

Learning into my classroom. This is an extensive framework of practices which support

learning for all students, and accommodates those with exceptionalities. Some

important features of the Universal Design for Learning which can be incorporated into

any classroom include student choice of reading material or focus of study when

appropriate, student choice of form of assessment, frequent assessment of student

learning with intervention and additional teaching for those who need it, and

differentiation of instruction which caters to various learning styles (Hutchinson). These

practices make it easier for all students to learn, and provide both extra support for

those who are struggling and extra challenge for those who excel.

The course materials and activities in my classroom will need to be as

differentiated as possible in order to accommodate different learners, and the same

principal will extend to my classroom. I plan to set my classroom up in a way that

accommodates any students with exceptionalities, whether that be a mobility issue,

vision or hearing impairment, behavioural challenge or other exceptionality. I would like

to incorporate a horseshoe seating arrangement so that students can see one another

during class discussions. I would also like to create a quiet space with a beanbag or

chair in which students who are becoming frustrated can move themselves to in order to

decompress. I want my class to be full of books, images, and posters that help the
students to succeed in their academic work but also create a colourful and fun

atmosphere.

I believe that by setting high and achievable goals, being reactive to student

needs, sharing learning goals with my students, fostering feelings of competency, using

reflective activities, differentiating my instruction and designing an inviting classroom, I

can begin to become the best teacher I can be. I plan to incorporate all of these

strategies, to the extent that they are appropriate, into my first practicum teaching

experience. I look forward to reviewing and adding to these ideas as I gain experience.
 Works Cited

Baumrind, D. (1967). Child care practices anteceding three patterns of preschool

behavior. Genetic Psychology Monographs, 75(1), 43-88.

Erikson, E.H. (1968). Identity: Youth and Crisis. New York: Norton.

Erikson, E.H. (1963). Childhood and Society. (2nd ed.) New York: Norton.

Hutchinson, L. Nancy. (2014). Inclusion of Exceptional Learners in Canadian

Schools. (4th ed.) Toronto: Pearson.

Moss, M. Connie, Susan M. Brookhart, and Beverly A. Long. Knowing Your

Learning Targets. Educational Leadership 68.6 (2011): 66-69. Print.