I believe that classroom management is a critical skill that teachers must acquire in order to master their profession.

My philosophy of classroom management primarily follows principles of both the Reality Therapy Model (Glasser) and the Logical Consequences Model (Dreikurs). I believe in student autonomy and many of my perspectives are derived from the Reality Therapy Model with regards to the classroom situation as a whole. When it comes to individual misbehavior, I believe that misbehavior is likely the result of some sort of unmet need and each student is unique in their situation, therefore, I would apply Logical Consequences in order to tailor disciplinary interventions to set student. However, I would also use aspects of the Assertive Discipline Model (Canter) for corrective support. The development of my philosophy was based on a senior years classroom. I believe students, grades 9 through 12, need to be given responsibility and be held accountable for the choices that they make; the amount of responsibility corresponding to their grade level and individual needs. As teachers prepare young adolescents for the real world, they need to also help instill a sense of independence and the responsibility to make their own choices. It is important to have students hold themselves to the same standards as they would hold the teacher, coach, or fellow classmates to. Consistent with the underlying assumptions of Rational Choices Model, I believe that students are self-regulating and that a students behavior is a result of choice. For example, if I were to give my students class time to work on a project, I would allow them to do what they wish with the time (so long as it is not disruptive to other students) with the understanding that the project is due at a certain time and if they choose not to use classroom time, they will have to finish their work on their own time; these consequences being clearly outlined when the project

is given. Giving the students a sense of empowerment (because, of course, some will not use the time) will contribute to the development of the practical skills needed to navigate the real adult world. We are not just teaching curriculum content and meeting outcomes; we are teaching life skills. Forcing adolescents into an inflexible structure will cause restlessness and resentment, whereas giving them freedom and responsibility allows them to feel as though they have a choice in their day to day school lives. Adolescents strive for freedom and a sense of independence; restraining these needs will only result in internal chaos, which will emerge as misbehavior. However, most are not yet mature enough to be given complete control. We, as teachers, need to guide adolescents to make good decisions, while allowing the students to, ultimately, make the decision they choose and reap the benefits or suffer the consequences of which ever path was chosen. As teachers, we serve as secondary parents to our students and are responsible to help them grow and develop into functioning adults. We shape the future of our society through the education of todays adolescents. Ten Belief Statements. 1. A classroom is built upon mutual respect between all members of the class. 2. As students get older and grow up, they should be given more freedom of choice and responsibility. 3. Students and teachers, alike, need to be made accountable for their own actions and choices and endure the consequences with maturity. 4. All students deserve to have their needs met. 5. All classroom rules and procedures should be established the first day, preferably, together, as a whole.

6. Behavior is learned, therefore, malleable. 7. Issues should be discussed first with the class/individual student (depending on the issue); if the issue persists, then the parents and administration should be included in the resolution. 8. Keeping classroom activities engaging and practical in congruence with changing activities at regular intervals will help to curtail any potential classroom management issues. 9. Every occurrence of misbehavior is the result of an underlying cause. 10. An efficient, well-managed classroom is the result of cooperation between teachers and students working together as a team.

Comprehensive Discipline Plan Preventative Discipline On the first day of school I will be sure to establish the following things in order to maintain a respectful classroom environment: As a class (teachers and students) will devise a thorough set of classroom standards and treat these rules as a contract. Students will also help develop a logical consequence that will occur if the student does not meet the terms of the contract. I will give the students a degree of autonomy (ex. no assigned seating) with the understanding that these freedoms will be restricted (assigned seating) the contract is breached.

I will outline any organizational procedures (ex. folders for hand-in assignments) I will also implement the strategy of social collateral into the classroom. The students will be made aware that if some breaks the contract developed by the class, then all students will have to deal with the consequence (ex. replace a fun activity with a mundane one).

I will be sure to get to know my students and their situations in order to determine if there is a need that is not being met in their home or social life that may cause misbehavior. I will use the background information to connect with students and curtail any potential management issues.

Corrective Discipline When misbehavior occurs, I will seek resolution of the issue by using the following strategies: I will first try to have the student correct their own misbehavior by having them identify the misbehavior (Reality Therapy), identify the logical consequence that have been developed by the class, make a value judgment and follow it. If the former appears ineffective, than I would hold a class meeting (Logical Consequences) I will use physical proximity to curtail disruptive behavior in the class I will restrict autonomy, as it was established on the first day that they will be given these freedoms, as long as they are rational and logical about how they use these freedoms. I will take away Preferred Activity Time (Jones) as method of utilizing the strategy of social collateral when pertaining to the collaborative set of classroom standards and

expectations. For example, if one student was late without an identified reason, all students would suffer if I were to make them remain in class for the same number of minutes that set student was late. If none of my direct strategies appear to be affective, I will contact parents and the administration for support and advice. Procedures and Routines (all procedures and routines are subject to change regarding classroom input from the students. As a new teacher, I will have these ideas serve as a basis for what I would like the students to come up with on their own on the first day of class. Procedures for Entering the Classroom

1. Students are not to stand or wait around in the hallway. 2. Students will enter the classroom quietly without running or pushing. 3. Students will take their seats with their binders open and ready. 4. Students will be ready for further instructions from the teacher.

When a Student is Late

1. The student will walk in quietly making as little noise as possible. 2. The student will check that days folder, which will be clearly displayed and organized, and grab any hand-outs that they may need.

3. The student will take their seat. 4. The student will listen if the teacher is speaking and at first convenience approach the teacher with a verified reason and ensure that they are aware of all activities going on in the class that day and/or any verbal direction they may have missed. If there is no reason, then the student collateral principle will apply and consequences will ensue.

If You Are Absent

1. It is the responsibility of the student to determine what assignments or other material that they missed. This can either from a classmate or the up-to-date class webpage of day to day activities. The teacher should be consulted only when the concept is not understood by the student or under special circumstances.

2. Tests can only be made up in certain predetermined times and locations. (For example, I would make myself aware of which rooms are free during my free periods to accommodate for such circumstances; the library either before school or during lunch.)

Turning in Assignments

1. There will be a folder system in place; one for each day of the week and each subject (in the case that students are taking multiple classes with the same teacher.) If there is an in-class hand in assignment, the student will have their assignment in via the folder system.

2. Long term assignments or papers will have their own designated folders.

Procedure for the End of Class and Class Dismissal

Right before the bell rings everyone should: be in assigned seat, be quiet, gather all their materials and wait for the teacher to dismiss the class.

When You Finish Early

1. If the student finishes all of their assigned work early they use their time as they wish (listening quietly to head phones, working on different assignments, playing a quiet game with a fellow classmate that has finished all assigned work), as long as they are not talking or disturbing others. 2. The student may request extra material to work on. (*note* I do not believe in making students who complete their work in an efficient manner do extra work, but I will always have extra things to do for those that wish to extend their learning. This will create an incentive to complete work in a timely manner. )

Restroom Policy 1. A student may use the washroom whenever they please, as long as the privilege is not abused.

2. If the privilege is abused, social collateral will be employed and all students will need to sign out and back in when they use the restroom. No more than 3 students will be allowed to use the washroom at the same time. Rules All rules will be introduced the first day of class in democratic fashion. 1. No student or teacher will talk while someone else has the floor to speak.

I would develop this rule with the class on the first day of school. If students are being a little disruptive, I would use nonverbal cues such as physical proximity, a look, or silence to keep the students one track. If this fails, then I would give a verbal warning indicating that the continuation to speak over other people will penalize the entire class. There will be minimal tolerance (if someone asks a quick quiet question to their neighbor, I would allow that) and failure to comply and/or respond to cues from myself will result in the removal of privileges (using the washroom at their leisure). I would model the rule and be sure to listen intently at all times when anyone is speaking to me (not just inside the classroom).

2. All students will handle laboratory equipment and chemicals with care and follow safety guidelines and proper protocol. First, I will be sure to provide WHIMIS training and reinforce key issues that pertain to each specific lab. For example, hydrochloric acid is extremely corrosive, if the students were to be working with such a chemical, I would reinforce the need to wear goggles and handles with specific care as to avoid spills. In the specific example of hydrochloric acid, I would also give an example of a former classmate of mine that had this acid splash on to her face. This classmate

still bears the scar of this mistake in handling. If behavior is consistently dangerous during a lab, I would stop the lab and make everyone return to their seats and learn the lab content lecture style. If this was ineffective yet, I would involve administration and parents.

3. Every member of the classroom must treat all others with respect. This rule would be clearly stated and emphasized at the beginning of the school year and reinforced at least weekly. In the situation where I have discovered a less obvious method of disrespect (localized verbal bullying at a table), I will pull the student aside who is acting disrespectful and have a private conversation about why they were behaving in such a manner. In the case where the disrespectful action is public (making a rude comment about someone with the intention being that others will hear), there will be a zero tolerance policy. As soon as blatant disrespect occurs, classroom activities will cease and the class will participate in a class meeting regarding respect for others.

Examples

Scenario One: A student approaches you and tells you that he has ADHD (Attention Deficit Hyperactive Disorder). He cant take todays test within the time allotted. He is requesting special consideration. Other students in the class overhear your conversation and start to whisper among themselves.
I would first use a non-verbal subtle intervention such as a quick glance to curtail the whispering. I would then (being sure that another teacher was available to supervise the rest of the students in the classroom) remove the student with ADHD to an alternate location with an

EA to complete however much of the test that he is able in the time slot. I would ensure the student that we will arrange for more time the following day if he requires it. I would then return to the class and have a class meeting about how disrespectful and rude it is to whisper about people, especially right in front of them, and especially about sensitive issues. I would give the example of my own disability (hearing disability) and how in certain situation (if we were watching a video) I had to have special arrangements made for me (sitting at the front of the class). I was fortunate that my classmates were very understanding and treated me no differently than anyone else, aside from relaying information to me that I had missed. In fact, once I was in my last two years of high school, I felt so comfortable among my peers that we were able to joke lightly about my disability. For example, when I first tried a set of hearing aid out at school, a friend of mine and I would jokingly imitate the Verizon Wireless commercial tagline, Can you hear me now? Good! I would help the students to see that just because we are all different that we dont have to allow these differences to divide us. We can accept and incorporate our differences to create a level of comfort for all students in the classroom and to use our strengths to help others improve and learn. I would then ask them to develop a light, as not to make too much out of the situation, but sincere apology to the student with ADHD. I would guide them to an apology similar to, We would just like to apologize if we made you feel uncomfortable by whispering when you mentioned that you have ADHD. We dont know very much about it and were just curious. I feel that using my personal example and the good rapport that I plan on building with the students will give them insight to the issue and help bring light to it. Differences should be open and accepted not ostracized and seem taboo to talk about. Its easier to accept things that we understand. Special consideration must be given to the individual student with the ailment. In this case, because the student initially felt comfortable

enough to mention his disorder within earshot of the class, I would act quickly to restore his sense of comfort.

Scenario Two: For a second time, a student arrives to your classroom late (the student is in a wheelchair). Your syllabus specifies a reduction in points for repeated tardiness.
I would not penalize this student as in some cases there are good reasons that rules are broken. If other students had an issue with it or the lateness was becoming frequent or disruptive, I would address the situation in the form of an informal class meeting. I would discuss with the class how this particular student has a reason for being late and not an excuse, which is simply a bad reason. The student in the wheelchair clearly has limited mobility and needs help in order to make it work on time. I would also emphasize that since we treat our classroom as a community of respect and support each other that we should be the one to help this student be able to adhere to classroom procedures. I would facilitate a class discussion on things that we can do to help this student be on time. Because the disability of this student is so visually apparent, I would simply speak about it in a tone and manner as though the situation is normal. The situation is somewhat normal, we all know that there are many people who use wheelchairs and need special accommodations made. The students will devise a system, such as taking turns helping carry the students books or pushing the wheelchair. I believe this approach will be effective with most students and help bring a level of comfort to the student with the wheelchair.

Scenario Three: Many of your students come from different cultures with different ethnic and linguistic backgrounds. You have been lecturing and students are complaining that they cannot understand you or follow your logic.
If students do not follow my logic or understand me, there is bound to be class management issues stemming from frustration, boredom, and/or anxiety. In order to create a better learning environment for these students, I need to diversify my teaching strategies. I would change the classroom environment and activities that are more conducive to learning in a second language. I would have the do work in small groups so that they can work on assignments together and help each other out. Researching the students ethnic backgrounds and common translational issues would give me insight into what teaching approach would best reach this set of students. I would shift to a student-centered learning environment, because they know how they learn best and it would be easiest for them to show me, through their own brainstorming and group work, rather than explain it in words. I would employ various hands-on activities that will involve visual and demonstrative learning strategies. I would need to experiment with many different sorts of approaches in order to determine what type of approach works best for the students in this particular class.
Student Scenarios courtesy of: http://www.fctl.ucf.edu/events/gtaprograms/workbook/files/classroommanagementscenarios.html

Developing Relationships with Parents I believe it is essential to develop a relationship with parents before anything happens in the class. This could be established via e-mail, open house, newsletter, or a phone call. The content of the first contact would simply be an introduction to my classroom policies, goals of the curriculum, and my teaching philosophy. I would also contact parents, when possible, first about their childs achievements in my class; whether it is academic, social (helping others and being an all-around good person), etc. It is critical that the first contact with the parent does not deal with negatives. All parents will have some degree of defensiveness when it comes to matters pertaining to their child, and rightfully so, as it is somewhat of a reflection on them as parents. Whether that is actually the case or not, any scrutiny of their child is somewhat like saying You could have done a better job with this one If the first contact with the parent has been positive, it is more likely that the parent will be more receptive should situations arise. I would also provide a venue for constant updates and progress to continually build a relationship with the parents.

In the case where the topic at hand is negative, I would be sure to handle the situation delicately. I would ask parents how they view their childs behavior first, and if they mention consistencies in misbehavior at home that I see at school, I can agree with the parents. This technique was introduced to me by a current teacher and is one that I think can make a world of difference in the atmosphere of the parent-teacher conference. The parent is the one that is declaring flaws in their child and the teacher is confirming what the parent has already said. I believe that treating the situation delicately and with empathy will be affective with most parents. If the parent(s), are particularly closed-minded and volatile, I would do my best to

appropriately convey my message, however, I know that there will be some stubborn parents out there. I would be sure to offer the student a different level of support at the school to help them develop their day-to-day life skills.

Dealing with Diversity in the Classroom Empathy is something that I feel very strongly and believe that all students, people for that matter, deserve equal treatment. I have been involved with World Vision for seven years through child sponsorship and other donations (totaling near $10 000). I have also volunteered and worked for Ten Thousand Villages and working with the concepts of Fair Trade. Most recently, I was able to fulfill a dream of mine by traveling to Honduras with Habitat for Humanity Canada: Global Village and helped build a home for a very sweet family. I believe strongly in the mission statement of Habitat for Humanity, A hand-up, not a hand out. I, also, lived in Mexico for three months learning Spanish, so I know, first-hand, the difficulties of functioning in a society using a language other than your mother tongue. I plan on bringing many personal experiences to the table to create comfort and understanding in my classroom. With my last student teaching placement and my basketball team, I had/have EAL students/players, I made sure to emphasize at some to other students, how exhausting it is getting by day-to-day in another language. I do this subtly as not to embarrass the EAL student, but to offer insight to other students. These kids are becoming bilingual (trilingual even) as well as learning course material. Their thought processes are much more engaged in everything they do (How do I ask to go the bathroom in English?). I will incorporate familiar cultural aspects of their life into my curriculum development. I want all students to feel at home in my classroom. I think it is important to celebrate our differences rather than contrast them.

When dealing with diversity regarding students with disabilities. I would be sure to make my own disability very apparent and make light of it, while having the students accommodate my needs (speaking more loudly to me). It is important not make things seem overly serious; it only intensifies people reactions and opinions to it. As I stated above, my peer group was very accepting and we made light of my disability in a way that it just became something about me, neither negative nor positive. I felt and continue to feel so comfortable with my hearing disability that I actually have a hard time referring to it as a disability. My friends and teachers supported me and helped me become able. Many of my described situations above deal with details of how I would incorporate student differences into my classrooms.

Conclusion Considering a high school classroom setting, I believe that students should be given freedom and that they are self-regulating individuals (Reality Therapy). Incorporating student voice into classroom management plans will be an effective way of producing a comfortable, secure environment for the students. I believe that by giving the students the benefit of the doubt at the beginning of the year and having their input in the how the classroom runs will make for a better relationship between the students and I. They will likely give me respect when I give them the benefit of the doubt. Students understand or can be coached to understand the differences between right and wrong and how to govern these principles within the classroom. I will use Logical Consequences when these freedoms are abused. As a teacher, I would find it easier to discipline when the students already know where they have crossed the line. Teachers need to have a template of classroom rules and procedures that they would like put into place and facilitate students to come to reasonable resolutions that is conducive to both teaching and

learning. Keeping in close contact with parents will lend support to how much respect I m receiving from the students. Incorporating differences into daily classroom activities, will allow for diversity to be normal and celebrated and create a safe and comfortable classroom atmosphere. Of course, the amount of autonomy given to the student will depend on the age, socialization skills, grade level, and maturity level. For example, a mature, well-rounded grade nine class may be given the same level autonomy as a relatively immature grade twelve class. Although, I may give the grade twelve students more freedoms than the grade nine class to begin the year (based strictly on grade level), due to classroom behavior, the amount of freedoms may change. The grade twelve students may misbehave causing a reduction in freedoms, while the grade nine class might prove their abilities to be responsibilities and earn more autonomy. The foundation of my classroom management philosophy is that the students determine how selfgoverning they get to be. When classroom management is no longer an issue, is the time that we teachers can truly create an environment of learning.