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Classroom Management Philosophy

My classroom management philosophy is created with the primary value that all people
should be treated with dignity and respect. Teachers should afford students the same dignity that
they wish to be shown by others. I have also based my philosophy on the concept that teachers
should strive to build trusting relationships with their students and present themselves as real
people rather than strictly authoritative figures. Finally, I believe that the classroom should be a
place where students learn social and civil responsibility. The philosophy and rules presented in
the classroom should reflect those utilized in our society so that students are prepared to become
successful citizens in real world situations. To guide my own classroom management strategy I
have chosen to follow the frameworks, Discipline with Dignity created by Curwin and
Mendler, and Discipline without Stress Punishment or Rewards created by Marshall. From
each classroom management strategy I have selected the guiding principles and techniques which
best fit my personal philosophy.
First, the basis of the Discipline with Dignity management plan requires that teachers
respect and protect the dignity of their students. I believe that good teachers aim to treat students
with respect and dignity because it is essential to developing a strong relationship. When
teachers show students that they are important and that the teacher cares about the students
feelings, students will trust the teacher and believe that all of the teachers actions are in the best
interest of the student. This kind of relationship means that students feel safe and welcome in the
classroom and then become more willing to learn.
Furthermore, Discipline with Dignity is structured to help teach students personal and
social responsibility by providing logical consequences for misbehaviors. This same principle is
the foundation of Discipline without Stress Punishment or Rewards, which teaches a

simplified version of the real social hierarchy practiced in our society. I believe that these two
methods combined create an authentic disciplinary structure which prepares students to become
successful in life beyond the classroom. Good teachers strive to give their students the necessary
tools and competencies needed to become productive citizens and to achieve their long term
goals. Showing students that there is a social hierarchy intended to promote a cooperative society
and that there are logical consequences for ignoring the rules which support this society, gives
students the knowledge of law and order that they will be responsible for as adults.
From Discipline without Stress Punishment or Rewards I have drawn the focus on
teaching students to display appropriate behavior without the expectation of rewards. Marshalls
goal is that students learn to behave positively to create a better environment for others, with or
without teacher interference. This goal is in line with teaching students social and personal
responsibility which is needed to become successful adults. To manage behavior I feel that the
Guided Choices form used in Marshalls method is both an excellent way to help students reflect
on how their actions affect others and addressing misbehavior while also avoiding compromising
student dignity. Special behavior plans for students with extenuating circumstances not
addressed by the system of consequences, such as the ones suggested by Curwin and Mendler,
show students that there is mercy within the classroom and that the teacher recognizes that equal
treatment for all does not mean the same treatment for all.
Curwin and Mendler also believe that teachers should create a set of classroom principles
which outline the values within the classroom and is supported by the classroom rules. This
structure teaches students that rules are not isolated within the classroom for a singular purpose,
but rather, they lead to support an overarching cause which can be applied to many aspects of
life. Classroom principles are important because good teachers want to prepare their students to

be kind, supportive, and thoughtful individuals. Creating strong classroom values helps students
recognize the importance of developing positive personal morals.
Finally, Curwin and Mendler stress that teachers should reflect on how they may be
contributing to behavior issues within the classroom and strive for self-improvement in order to
improve classroom conditions. Asking teachers to focus on how they may be contributing to the
classroom behavior humanizes teachers and reminds them that they are not without flaws. Just as
students need to reflect, learn, and grow, teachers should be expected to do the same throughout
their careers.