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Philosophy Statement
James Lacayo
National University
Dr. Navarro
10/30/2016
PHILOSOPHY STATEMENT 2
Philosophy Statement
recognize ones philosophy by reflecting on ones beliefs and goals. The purpose of this statement
Beliefs
environment where learning can take place. One of the best ways to make sure that learning can
take place is by establishing an effective classroom management plan, included in this are things
such as rules and procedures. However, I believe that there is no one-size-fits-all classroom
management plan that can ensure that this environment for learning can occur. Instead I believe
that it is important for a teacher to consider the needs of each individual class and student before
tailoring their plan, ". . . different classrooms will have different rules and procedures depending
on the needs and dispositions of the teacher and the students" (Marzano, Marzano, & Pickering,
2003, p. 18). So in order to meet those "needs and dispositions" it is important to look towards
behavior strategies that address the uniqueness of each student and class. I believe that there are
four key strategies that must be kept in mind when developing a classroom management plan and
those include: making students responsible for their actions, building a "social contract" between
teacher and students, building relationships, and the acknowledgement that all students are
different. In order to better understand how these will fit into my classroom management plan
let's look to my goals for the classroom management plan and see how the key strategies, that I
Goals
One of my first goals for my classroom management plan is to make sure that each
student is aware that they are responsible for their actions, this in term of grades and behavior.
In relationship to behavior it is my goal to make sure that students know that they make choices
and are responsible for those choices. This is reflected in the Coloroso's Kids are Worth It, when
she refers to the idea that students recognize a problem and come up with a plan to fix it. By
giving students the responsibility of controlling their own behavior it gives them a sense of
control over their class experience and it is more likely that they will maintain the appropriate
behavior. How does a teacher go about creating this self awareness? "A number of general
practices foster student's responsibility for their own behavior and learning these include
The second goal for my classroom management plan is to create a sense of cooperation,
in regards to my behavioral management plan this takes the form of a "social contract" between
teachers and students. This idea is reflected in Gossen's Restitution: Restructuring School
Discipline Facilitators Guide, in which the teachers have students contribute to rules and
procedures. Students who have a chance to contribute to the discussion of rules and procedures
are likely to follow them because they had a say in them. As mentioned in Classroom
Management that Works: Research-Based Strategies for Every Teacher, ". . . the most effective
classroom managers don't simply impose rules and procedures on students; rather they engage
students in the design of the rules and procedures" (Marzano et al., 2003, p. 26). In my class this
will take the form of a "social contract," where after students have a say in the rules and
The third goal for my classroom management plan is to develop relationships with the
students. By developing relationships with students it is more likely for students to connect with
the teacher and have a certain respect for what happens in the classroom. It also has a direct
impact in behavior management, because if students have that respect it translates over to how
they behave. This is reflected in Curwin and Mendler's, Discipline with Dignity: New
Challenges, New Solutions, in which it is said that obstacles can be overcome by keeping
students dignity intact. By forming relationships with students it is likely that students know you
have an interest in how they behave and perform in and out of the classroom. This idea is
furthered by the statement, "therefore, virtually anything that you do to show interest in students
as individuals has a positive impact on their learning" (Marzano et al., 2003, p. 53). I would
develop these relationships by interacting with students before, during and after classes to find
out what they are interested in, what their ambitions are, and etc.
The last goal for my classroom management plan is to know that all students are different
and to use that knowledge to specially craft a classroom management plan. Each student is
different and it is important to know that in order to address their individual needs. Kagan and
Scott mention this in their Win-Win Discipline theory, in which they describe the idea that certain
behaviors are due to certain student positions. If those positions are known it is more likely that
student's behavior can be improved. "You may need to make a special effort to build positive
relationships with high need students, but using the proper techniques in working with these
students can enhance the chance of successful classroom management" (Marzano et al., 2003, p.
64). By observing how students are acting in various situations I will have a better idea on why
they are acting that way. I could then take steps to address it such as talking one on one with that
student.
PHILOSOPHY STATEMENT 5
Conclusion
create a successful classroom management plan, it is a good idea to look at what goes into that.
In this case I believe that in order to create a successful classroom management plan it is
important to look inwards toward your beliefs and goals for doing so. In my case my belief is
that the number one goal of a teacher is to provide a place where learning can occur and to make
this happen I need to create a successful classroom management plan. In order to do this I have
to recognize the goals for that plan. My goals include: helping students realize that they are
responsible for their actions and consequences, that there is a "social contract" between teachers
and students, to build relationships with each student, and to acknowledge the differences in
students. Hopefully by keeping these goals and beliefs close at heart when developing a
References
Canter, L., & Canter, M. (2002). Assertive discipline (3rd Ed.). Seal Beach, CA: Lee Canter and
Associates.
Curwin, R., Mendler, A., & Mendler, B. (2008). Discipline with dignity: New challenges, new
Jones, F. (2007). Tools for teaching (2nd Ed.). Santa Cruz, CA: Fred H. Jones and Associates,
Inc.
Kagan, S., Kyle, P., & Scott, S. (2004). Win-win discipline. San Clemente, CA: Kagan
Publishing.
Marzano, R. J., Marzano, J. S., & Pickering, D. J. (2003). Classroom management that works:
Appendix
and plans.
Curwin & Mendler Discipline with Obstacles can be Always treat students
dignity can prevent overcome. with dignity.
and deescalate
aggressive behavior. Make responsibility
more important than
obedience.
Build relationships
through warmth and
clearly defined limits.
All behavior is
purposeful.