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Classroom Management Philosophy

A classroom without known expectations does students and teachers alike a disservice.

An educator, whether teaching in kindergarten or college, needs to establish and maintain

classroom procedures and consistent expectations for maximum on-task time. My philosophy

on classroom management is based on high and consistent expectations, building a community

of learners, and using evidence-based practices. I emphasize student-centered teaching and

learning, which goes hand in hand with my goal of building a community with my students.

In my classroom, there is a give-and-take of authority between adults and students. This

requires that all learners, including myself, show respect to one another. I love interacting with

others, so my personality naturally draws me to group-oriented work. This heavily influences

how my classroom is run. I believe that students should be an active part of the rule-making

process. When children feel they have power and input on decision-making in their learning

environment, they take more ownership of what goes on. These collaborative rules, along with

school and district procedures, require much explaining, modelling, and consistently reminding

students expectations. However, once these are in place, the students are allowed their

freedom to learn more on their terms. This is when a genuine community is built in the

classroom.

A community of learners feel safe, included, and respected by all. This takes an

understanding of my students’ abilities, motivation, lifestyles, and cultures. I find it important

to acknowledge that each child has different experiences and possess various strengths.

Today’s classrooms have a beautiful variety in it and my classroom will cultivate a respect of
differences between one another. I find it extremely important to preserve and celebrate

different cultures, as I am fascinated by each one.

Using evidence-based practices should not be a topic up for debate with teachers in

today’s classroom. This means using teaching techniques that have been researched and

tested, peer-reviewed, and implemented. Such evidence-based practices that benefit students

who receive special education would be explicit instruction, for example. This entails scaffolding

information in a clear and concise way for students. Practices such as these ensure that our

students are benefitting from the time spent in school.

The way I teach and the way students learn rely heavily on these values of setting high

expectations, building community and respect with my students, and use of evidence-based

practices. Having a practical, logical, and flexible classroom layout add to the organization of a

successful, on-task classroom of learners. Once this management has been established,

maximum learning can occur.