James Durney

Classroom Management

Philosophy of Classroom Management

Classroom management is a vast subject. According to Lisa Rodriguez, Ph.. D.,

“management refers to issues of supervision, refereeing, facilitating, and even academic

discipline” (2010). So what we have here is not a style of teaching; it is what I believe should be

done to make supervising, facilitating, and disciplining students effective and appropriate. The

best way to manage a classroom is to make the students responsible for the classroom

environment. To make the students responsible, I will begin each year with a specific process of

acquaintance. In order for the class to run smoothly, students need to know what will be

expected of them, and I want to know what my students expect from me. Establishing high

standards and expectations will work, because of my positive attitude; I will inform each student

that I know they can master every topic about which we learn.

Once a positive, professional relationship has been founded, I will work with students to

form class procedures and consequences. When I work with the students from the beginning, I

will show them that I care what they think about rules, and I show that I will not punish anyone.

It is important that every student knows he or she is the one choosing every consequence,

whether a positive reward, or an unpleasant circumstance. By setting the precedent of

consequences, I will attempt to undermine resentment. Also, I am instilling, in every student, an

internal locus of control. Being able to assume responsibility for one's actions is a skill that can

not be learned too soon, nor can anyone be too good at it.

School is a place where we learn and grow. Part of that growing and learning is in the

area of social interaction. Because the students in the grade level that I will be teaching, late

elementary to middle school, is rapidly developing mentally, physically, and socially, I will strive

to teach my students virtues, like the teachers at Paw Paw Later Elementary School. There the
 James Durney
Classroom Management

curriculum includes learning about a new virtue each month and handing out recognition to

students and teachers who exhibit these virtues (Docksai 2010).

Classroom management plans

Starting off the school year, establishing guidelines and rules

The most important time to deal with classroom management is the beginning of the year.

Before a single class has started I will have plans for the rest of the year. I will set up a

personality board. I will show off my diploma, because I want others to know that I am a

qualified educator and that I take myself seriously. During the first part of the year I will create,

with my students, a class mission statement and a plethora of procedures. As stated in the book,

The First Days of School “What you do in the first days of school to affect the lives of your

students will determine your success the rest of the year” (Wong, p9).

Preventing & dealing with disruptive student behaviors

Ideally, I won't have to deal with disruptive behavior. My students will understand the

value of procedures and won't worry about being disruptive. They will concern themselves with

the proper method of getting their opinion heard. Preventing and dealing with disruptive

behavior is the muscle system of classroom management. Students are part of that muscle

system, and for the system to be healthy the students will take responsibility for their own

actions and practice self-discipline. “Self-discipline is what discipline is all about. You can't

teach self-discipline if the students are always looking for more treats, raffle tickets, and goodies

from the Treasure Box” (Wong, p156).

No-one likes to be threatened; a classroom is no exception. “Avoid using threats to

control the class” (Zauber, 2003). Not only do I not like threats, but I also think that they are

counterproductive. A threat can be likened to a challenge for some students, and the only
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Classroom Management

challenge I will propose to my students is a challenge to succeed. Students will understand that

disruptive behavior is a choice that carries penalties. These penalties will be decided by the

school or me and my class and will detail specific consequences. The consequences will begin

with a warning, perhaps a name on the board, and will continue through no more than five levels.

Possible penalties include sending a letter home to the parents, telephone calls, detention, extra

homework, or exclusion from an activity. The penalty must fit the infraction.

Promoting tolerance for diversity among students

When considering diversities, the most important task is to show the similarities in every

culture. There are many things that every culture does. Everyone sings, dances, eats, and sleeps.

We need to focus on the multitude of activities that bring us together instead of the few rare

things that demonstrate difference. In a section called “Multicultural Mathematics” Mastropieri

& Scruggs explain some ways that different cultures use math (p333). We don't need to focus on

the fact that different cultures perform math in different ways; we need to focus on the fact that

every culture counts, adds, and subtracts.

Preventing & dealing with student cheating

Hopefully the school where I teach will have a list of school rules that will encompass

issues such as cheating. Whether explicitly conveyed or not, I will stand firm against all

cheating. The real deterrent for cheating is to make sure that every student understands what is

acceptable in all circumstances. “In some cultures, students work together to produce

homework” (Rodriguez, 1999). This statement is simply to remind me that I must know who my

students are. If there are any expectations, whether in regard to an assignment or activity, those

expectations need to be plainly communicated to everyone involved. Just as with anything else,

I will make the student aware that cheating is a choice and it precipitates specific consequences.
 James Durney
Classroom Management

Communicating with students' parents/guardians

There are two simple ideas that I will reinforce; communication needs to be positive and

immediate. Everything needs to have a positive aim. I will inform the parents that I want to

work with them as much as possible, that I am here to help their children achieve their potential,

and that I understand limitations. As Mastropieri says, “Be sure parents understand that neither

of these limitations (financial or time) undermine the value of their roles in supporting the

education of their children” (p46). From the random gossip that I hear, I should consider myself

lucky for every parent or guardian that communicates with me. The most important task I will

perform is keeping a positive outlook on every student's every situation.

I agree with Mastropieri's continuation, “Establish positive communication early in the

school year and aim toward strengthening home-school cooperation. I will learn a great deal

about my students from the parents' perspective of how they learn and interact in the home and

outside of school” (p46). Communication with the parents of the students needs to begin as soon

as possible. I will write letters to parents/guardians, at least one month before school begins. I

think communication is one of the most valuable skills a person can own, and it needs to be

exercised and modeled. Students can learn by observing the communication between teacher

and parent. While demonstrating care and effort to the student and parent, I will be able to

provide the best education for the students that I understand, and there is no better way than to

talk to the student and his or her family.

Dealing with a sudden violent event among students

Dealing with violence starts before the incident ever occurs. I will help to mitigate

violence and discord by being proactive. “The first step is creating a written commitment to

providing a safe and inviting school environment-for each individual student and for the whole
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Classroom Management

school community” (Lorain, 2010). I will work with other teachers and administrators to support

a school wide policy concerning violence.

There are certain times when an incident can not be prevented. I will always be vigilant

and watchful, cautious of warning signs. I will act immediately and with patience. The staff of

the National Education Association gives some general guidelines, “Never ignore aggression.

Quickly review the situation. After the incident, document what happened, and share this with

other adults as required. Never get between students who are fighting” (NEA Staff). I will be

aware of my classroom and will solve what problems I can before situations become physical. In

worst case scenarios I will have to rely on procedures designed for the safety of all.

The best method for controlling students is to have them control themselves. Students

need to be aware of rules and the consequences of breaking those rules, for themselves and

others. I intend on never disciplining my students. I will model responsibility, and help students

to think critically about what actions are or are not responsible. I will make clear all

responsibilities; the students number one responsibility will be respect. When students have

respect for themselves, others, and the educations of all, then procedures will dominate rules and

consequences.
 James Durney
Classroom Management

References

Docksai, Rick. (2010). Acting out: One virtue at a time. Retrieved February 25, 2010, from
http://www.nea.org/bare/print.html?content=/bare/16386.htm.

Lorain, Peter. (2010). Maintaining a safe environment: Free from threatening words & actions.
Retrieved February 25, 2010, from http://www.nea.org/bare/print.html?
content=/bare/16749.htm.

Mastropieri, Margo A., & Scruggs, Thomas E. (2010). The inclusive classroom: Strategies for
effective differentiated instruction. Columbus, Ohio: Merrill.

National Education Association Staff. (2010). Breaking up fights: Basic techniques for school
personnel. Retrieved February 25, 2010, from http://www.nea.org/bare/print.html?
content=/bare/14115.htm.

Rodriguez, Lisa. (1999). Classroom management. Retrieved February 25, 2010, from
http://www.4faculty.org/includes/108r2.jsp.

Wong, Harry K., & Wong, Rosemary T. (2009). The first days of school: How to be an effective
teacher. Singapore: CS Graphics Pte. Ltd.

Zauber, Karen. (2003). Management tips for new teachers: Bringing order to the classroom.
Retrieved February 25, 2010, from http://www.nea.org/bare/print.html?
content=/bare/13691.htm.