Tabitha Gibson

Classroom Management/Student Behavior Philosophy

When I took a test to see what type of educator I would be, I got the answer of delegator.
This means that I would encourage a lot of group work so that the students learn from their
peers. I also took a test to see what type of teaching style I would have. In this quiz, I was told
that I would be authoritative. This means that, as an educator, I will provide the students with
firm boundaries, but I will also be compassionate to their individuality and personal needs. These
quizzes that I took display an accurate reflection of what I aspire to be as an educator. I feel that
when I assume the role of the teacher, these teaching styles will compliment the way I teach as
well as compliment the classroom environment. As the teacher, it is my responsibility that each
of the students are provided with an opportunity to learn, and I feel that these styles are the best
way to provide the students with that opportunity.
To promote a positive learning environment, I will create a positive climate for the
students. A positive climate is the healthiest environment for the students to learn in. Also, I will
set high expectations for my students. This will help them reach their highest potential, and strive
to be the best that they can possibly be.
Additionally, to promote this environment, I will provide the students with many intrinsic
rewards. This type of reward system involves providing the students with verbal praise when
they perform well, or do a task the correct way. I believe that this is a great way to encourage the
students, as well as to help maintain my positive climate for learning. Giving students praise for
their good behaviors encourages the other students to behave in a similar way so that they may
also receive praise. Intrinsic praise is also one of the best practices because it provides students
with personal gratitude as well. Students are more likely to have a sense of gratitude when
completing something, as opposed to those who expect a physical reward for their good
behavior. Another instructional strategy that I believe to be extremely effective is proximity
management! By simply standing near a student and continuing teaching, the student will, most
of the time, stop doing whatever undesirable behavior that they are doing.
For group management techniques, I will provide my students with a list of the rules and
procedures! These rules and procedures will be practiced and revisited when necessary. Through
using rules and procedures, most classroom problems will be eliminated. For example, students
may speak out of turn during class. I will then remind all the students of the procedure for raising
his or her hand. This will be practiced until all the students recall, and perform this procedure
appropriately.
If a student does not follow the procedures, however, I will have a discipline plan in
effect for that student. This discipline plan will be provided to the students, as well as posted in
the classroom. If proximity management does not work, I will then proceed to quietly ask the
student to stay on task. If that does not work, I will then have to have a one-on-one discussion
with this student later. Finally, if the behavior gets even more out of hand, I will be required to
get the principal, or alert the student’s parents.
 Tabitha Gibson

To maintain all these expectations, I must have a proactive approach. I will come to my
class prepared. I do not want to be a reactive teacher that just goes with the flow, and is
unprepared of what to do during disciplinarian issues. I want to be the teacher that is prepared
and has a plan of action. I will also further my knowledge about best practices through
professional development. I want to continue to learn and grow as a teacher, and to do that I must
be willing to educate myself along the way.