Classroom Management Plan.
I want supplemental materials for students to have access to for studying, writing or researching. I will have bookshelves in the corner where students can research and use resources supplemental to the textbooks. There will be a few computers for projects, reports and research, as well as use of applications to present reports to the class (i.e. PowerPoint). Students will also have access to the computer lab in the school where they can learn social studies as well as technology by integrating the lessons. This will foster a holistic-learning approach that I will strive to teach to my students. We will not be solely learning the facts of history, but will be integrating art, math, geography, science and psychology to deepen our understanding of our units.
I would also use class meetings to discuss whole-school rules. I would hope that the school in general takes some time during the year to discuss policies with the students to get student feedback. In my high school this year, there was class time assigned to discussing the issue of homework. The administration is taking the feedback of the students to decide how to solve the issue of students having too much homework. I believe that it is imperative to adhere to whole-school rules in order to have an effective policy in the school. I will try my best to follow the whole-school rules where they make sense for the safety of the students or for order in the school. If I do not agree with the school rules, I will be talking to administration to see if there may be alternative possibilities.
I may try to create a class constitution if behaviors in the class are inconsistently out of control. I really like the idea of having the students involved in making their own rules and negotiating with each other which ones to put in the constitution. If the students are involved in making the rules, I believe they will be more inclined to obey them and the consequences that will be implemented will not be fought against. I would have the students write the final constitution on a poster board and hang it in the room. I would also send the constitution home to have the parents sign it and return it to me so that I can include them in what we are trying to accomplish in the classroom.
I believe that all students should be treated fairly, and that it’s better to teach discipline than to impose it. I will do this by having a strict routine and consistently teach my students acceptable behavior.
Do you see yourself as a boss or more as a guide? Or are you more of a facilitator or a delegator? What is your view on creating rules? Should the teacher make them all or should it be a negotiation with the students? Are you more of an assertive educator, or do you think teachers should be more laid back? Is the teacher the leader, or do you think the students should have a say in what or how they learn? What is your belief on discipline? Should the student have a say?
Sample Excerpt Statement.
Views on the Students’ Role.
A+ Teachers’ Interview Edge (2nd Edition) contains 152 teacher specific interview questions and potential answers to prepare you for your next education interview. Discover not just what interview questions they’ll ask you at your next interview. but also how to answer those questions to ensure you land your dream job!
You can convey this attitude to administrators through your essay by giving them a well-rounded view of how you will discipline. If you have not had much actual classroom experience, include in your resume some of the training or education that has taught you how to deal with children.
A+ Principals’ Interview Edge (2nd Edition) contains 152 principal / administrator specific interview questions and potential answers to prepare you for your next interview. In today’s competitive marketplace, you need to be fully prepared and nothing will have you more prepared to ace an interview than knowing the questions in advance!
It is important to gear your philosophy to several levels of jobs; consider the primary, middle grade, junior high school, and high school levels. After all, you wouldn’t treat children in first grade the same as those in upper grades. If you intend to teach only high school, then your philosophy should only address high school.
Reflecting on your work is a vital part of being a professional and is essential to teacher development and the preparation of future teachers. Reflection allows you to examine your own beliefs, assumptions, and biases regarding teaching, learning, and classroom management and determine how those beliefs influence classroom practice and impact on the learning environment. If you are really want to impress your professor and receive an A, include a reflection along with your classroom management philosophy/plan.
Do I think rewarding students for good behavior? Is the point of classroom management to manage the classroom or teach students to supervise and discipline themselves? Would I be ok with using a school-adopted classroom management program, or do I want to have more freedom to choose my own classroom management practices?
Do I see myself as a boss or facilitator? A brick wall, jellyfish, or backbone teacher? An assertive educator? Do I think that I should create all of the rules and consequences, or do I think that students should offer their thoughts? Do I want to discipline or manage my students? Do I believe that teachers should spend time at the beginning of the year to teach rules and routines?
Want to watch this again later?
However, there is no one-size-fits-all template for classroom management. Management strategies and tools largely depend on individualized philosophy of student behavior and classroom atmosphere. Though teachers might borrow ideas from one another, implementation varies depending on the individual. Let’s discuss how several aspects of classroom management can differ depending on personal philosophy.
An error occurred trying to load this video.
Both scenarios are vastly different, but both would work in a real classroom environment. It all depends on the teacher’s management philosophy.