Running Head: PHILOSOPHY OF CLASSROOM MANAGEMENT

My philosophy of classroom management is focused around the success of my

students. I consider my philosophy holistic in nature because I am committed to
providing my students with the best emotional support and educational guidance
possible. This support and guidance stems from the Teaching Quality Standards
document as well as two classroom management models. Additionally, my philosophy
aligns with the referent and reward/coercive authority bases. Finally linking all these
aspects together with the student directed management theory. The elements I have
chosen from the Teaching Quality Standards, classroom management models, authority
bases, and management theories, marry well together- which is confirmation of a
holistic approach.
The Teaching Quality Standards document states the purpose of classroom
management in relation to education. Part of my personal philosophy of classroom
management is structured on two elements found in the Teaching Quality Standardsthe first being: Students needs for physical, social, cultural and psychological security.
They know how to engage students in creating effective classroom routines. They know
how and when to apply a variety of management strategies that are in keeping with the
situation, and that provide for minimal disruptions to students learning (Teaching
Quality Standard, 1997). I have learnt through observing and volunteering in
elementary classes that it is essential to set routines so that students feel safe and
comfortable in the classroom. It is only when students feel a sense of physical, social,
cultural, and psychological security, will the fun of real learning take place. The second
element is the importance of respecting students human dignity. They know how to
establish, with different students, professional relationships that are characterized by

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mutual respect, trust and harmony (Teaching Quality Standard, 1997). Building and
maintaining positive relationships with my students is my number one goal. I have seen
through my own teaching experiences and through those I have studied and observed,
that the most learning takes place when there is a respectful relational foundation
between the student and teacher and students and their peers. My goal is to create a
safe community within my classroom that promotes healthy relationships.
My philosophy is also based on several models of classroom management that
relate to the Teaching Quality Standards. Theorist Carolyn Evertson and Alene Harris
created a model of classroom management called Modeling learner centered
classrooms (Manning & Bucher, 2012, p. 212) . The premise of this management
technique is that I would start the year with a clear set of rules and expectations and my
classroom would be learner centered. Effective communication with my students is key
in order to maintain good classroom management. Clearly laying out the students
responsibilities, especially emphasizing responsibility for their decisions, actions, and
learning, will lay a firm foundation for their success throughout the year. I will promptly
deal with misbehaviours so they do not spread and make sure to be quick on my feet so
I do not have the same punishment for each misbehaviour. Some techniques I will use
to address misbehaviours will be using physical proximity, maintaining eye contact,
reminding student of appropriates behaviour, and providing needed assistance.
Another model is cooperative discipline and the theorist, Linda Albert, said that
educators should influence rather than control students. Helping students to connect,
contribute, and become capable, educators develop a conduct code that fosters a
positive climate in the school (Manning & Bucher, 2012, p. 212). My role as a teacher is

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to facilitate the best learning environment possible and I can do this through
administering Alberts three Cs. Connecting with my students is my number one goal.
My aim is to discover their passions, desires, dreams, things that make them tick, and
things that tick them off. It is important to me that each of my students know that I see
them as valued, unique, and beautiful individuals. I will not only create this relationship
with my students but also between my students. Middle school students hold their peers
in the highest regard so it is essential that I create a community where students support
one another. When my students feel supported by me and their classmates, they then
have a safe environment to contribute their thoughts and ideas. In this environment
students will be then be capable to speak without fear of punishment or embarrassment.
Through practising Alberts three Cs, I will influence my students behaviour, not control
them.
In the textbook Principles of Classroom Management, there are four different
teacher authority bases listed- referent, expert, legitimate, and reward/coercive. This
textbook states that Although teachers likely use each of the four types of authority at
some time or another, most tend to have a dominant authority base (Levin, Kerr, Elliott,
& Bajovic, 2015, p. 98). My philosophy of classroom management is referent and
reward/coercive based. I chose referent because I want my students to know I care
about them each individually and that I want to build relationships. My desire is that my
students will like me as a person and therefore misbehaviour will be minimized. I also
chose reward/coercive because I love to celebrate and encourage the best in people. It
is important to me to call out and recognize the good my students do and reward them
for it. I find that there is a balance between referent and reward/coercive because they

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are on opposite sides of need for teacher involvement. My hope with this is that with
these two opposite authority bases, I will be able to maximize student engagement and
minimize misbehaviours.
My philosophy of classroom management is also based on the student-directed
theory. My goal is to build a caring community that focuses on self direction. Students
will have the primary responsibility for controlling their behaviour and will be capable of
doing so when given the opportunity. Basing my classroom on this theory will prepare
my students to live in a democracy, ultimately setting them up for success in real world.
My students will also be given the responsibility of determining the classroom
environment. The most beneficial aspect of this will be the integration of class meetings
where students determine the agenda. This will foster a deeper sense of community
and reveal the benefit of respectful and caring interactions.
My philosophy of classroom management is focused around the success of my
students. It is holistic in nature because I am committed to providing my students with
the best emotional support and educational guidance. This support and guidance stems
from elements in the Teaching Quality Standards document, classroom management
models, referent and reward/coercive authority bases, and a student directed classroom
management theory. A student's need for security and routines will be met through the
managing learner centered classrooms in which I will set clear expectations and
responsibilities at the beginning of the year. Also respecting students human dignity and
building relationships will be met through cooperative discipline where I will create an
environment where students can connect, contribute, and become capable. My
authority base will be focused around referent and reward/coercive models. This will

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create a balance between the need for my management intervention of student

behaviour. My philosophy of classroom management is finally tied together with a
student directed approach where there will be a focus on creating a democratic
environment and students will build a respectful community with one another to achieve
the highest level of learning.

References:
Alberta Education. (1997). Teaching Quality Standard Applicable to the Provision
of Basic Education in Alberta. Retrieved from
https://education.alberta.ca/department/policy/standards/teachqual.aspx
Manning, M. L., & Bucher, K. T. (2012). Teaching in the Middle School (Fourth
ed., pp. 212-213). Boston, MA: Pearson.

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Levin, J., Nolan, J. F., Kerr, J. W., Elliott, A. E., & Bajovic, M. (2015). Principles of
Classroom Management (Fourth ed., pp. 95-119). Toronto, Canada: Pearson.