Stacy L.

Carpenter Classroom Management Philosophy October 7, 2009 EDU 206 Classroom Learning Environment Cecilia Dickinson, Instructor

A good teacher is a master of simplification and an enemy of simplism. ~Louis A. Berman

Will I be that kind of good teacher? One who can keep simple the mandates of the school and classroom in order to effectively manage student behavior, establish a safe classroom, provide learning experiences for a diverse population in an orderly manner, all the while supporting the complexities of the work-in-progress. The answer is, Yes! Because I aspire to be a teacher who will, as Calkins (1983) writes of, deliberately keep predictable so the unpredictable can happen!

Ive been inspired by my instructor this semester to find myself in the theories. Therefore, Ive been empowered to look at the classroom management spectrum of philosophies through my own lenses. As my exposure to the theories involving classroom management expands, I have found that the philosophies of Frederic Jones and Jerome Freiberg

have helped to shape my personal philosophy and expanded my definition of classroom management.

To begin, Frederic Jones takes the approach of positive classroom discipline with the objectives of keeping procedures positive and economical, treating students with dignity and respect with the hope of teaching students to do likewise. (Bucher & Manning, 2007) The fundamental skills of classroom management, according to Jones, are developing classroom structures, including positive rules, procedures, and physical arrangements, remaining calm and using body language to set limits, teaching students cooperation and responsibility, and providing back up systems. Jones also believes that time and its allocation are important resources for teachers. Under the theory proposed by Jones, teachers would be encouraged to use simple, positive and workable rules, routines and standards, all of which should be taught to the students, given an explanations, and followed up by motivation and encouragement that following the rules is in a students best interest. This provides intrinsic motivation to abide by the rules. The classroom set up should allow the teacher to reach any student in the room quickly. Utilizing proximity serves as a strong deterrent (without ever speaking a word or interrupting the lesson). For example, the teacher notices a student playing with something in their desk while the class is listening to a story. By simply moving closer to the student,

the student will generally change their behavior and get on-task. Also with in the classroom, the teacher would have students practice the procedures of the day and understand why the procedures are important to the learning environment. These procedures encourage long-term behaviors that, with explanation, can be transferred to other environments and support long-term learning. Jones developed a system, known as preferred activity time (PAT) which provides a genuine incentive and uses time as the reinforcer. This extrinsic method fosters cooperation, responsibility, and promotes self-discipline. I agree with Jones that an elementary school classroom can greatly benefit from a healthy balance of intrinsic and extrinsic motivation. The only disadvantage to Joness philosophy that I can estimate is that of our societys ever-growing tendency toward violence. The collaborative nature and reliance on cooperation instead of coercion may not be enough to control violence that may occur in the classroom and/or school. Overall, Jones gentle art of classroom discipline is congruent with some of my personal philosophies that Ill be detailing below. Secondly, it is Jerome Freibergs Consistency Management and Cooperative Discipline (CMCD) technique that Id like to highlight. Freiberg believes an entire school must develop common expectations to give students consistent messages about self-discipline. Self-discipline offers students a longterm change in behavior. Educators must help students become more responsible for their actions, provide person-centered (rather than teachercentered) classrooms, and turn students from tourists to citizens. This person-

centered philosophy can be accomplished by elevating students into positions of leadership. For example, allowing them to devise a classroom constitution to detail democratically agreed upon rules. This democratic model allows teachers to teach and not impose discipline. Under Freibergs model, there is also an emphasis on preventing behavior problems. It fosters positive classroom climates and even increases teacher teaching time. As an integral part of the classroom community, students experience intrinsic motivation to participate. For example, students can be given jobs that teachers traditionally complete (taking lunch count, using the 1 minute manager, etc) which can add as much as 30 minutes of instruction to the school day and allows students to work for the intrinsic reward of contributing to the organization and smooth operation of the class. (Bucher & Manning, 2007) Overall, Friebergs philosophy demonstrates a workable and effective program. The only disadvantage I can foresee is the problem of consistency to maintain the autocratic management style. These strategies of classroom management have helped to shape my personal philosophy. It is my belief that classroom management is pinnacle to the learning environment and that foundation will have a direct correlation to the amount of learning that can occur. I think that the classroom should consist of a community of citizens with me, their educator, as a leader who hears her students, keeps them safe, and ensures that learning is occurring for all students. In order to accomplish those goals, I will establish a classroom where I can see all students from any vantage point, where students know what is expected, and where behavior can be modified by physical proximity. Furthermore, I believe

that students should have ownership in the rules established and that rules should be simple with clear consequences that are natural consequences whenever possible. For example, if a student chooses to tear a book, they can spend some time going through my classroom library repairing books with tape. These natural consequences motivate students to be all they can be and teach students how to think. (Bucher & Manning, 2007) It is through modeling and practice that the rules and procedures of the classroom will become a natural part of the day that reinforce intrinsic motivation. However, like Frieberg, I do believe that extrinsic motivation can benefit the learning environment but should not be used for behavior management but rather to motivate task-type learning. For example, I think utilizing the analogy of a frozen yogurt sundae can help motivate students to learn their multiplication facts. As they conquer each level, they can earn a paper bowl, scoops of frozen yogurt, toppings, etc. As a culmination of the lesson, the class would have a multiplication party and build and eat that yogurt sundae they have earned. Although this may support a short term goal, in general I believe that long-term efforts should be the benchmark of the classroom. The value of the why will be exalted in my classroom so that students understand to the full extent why something is important. It is the transfer of learning that will best serve our students for a lifetime. With that in mind, I agree with Jones that teaching cooperation and responsibility on a classroom level will transfer with students from grade to grade and ultimately prepare them to be effective citizens within and outside of the classroom.

Teaching requires time, love, and a plan. Through the gift of time, the love of my students, and a plan to effectively manage the classroom, it is my greatest desire to reach my students on a level that will stay with them for a lifetime. Fostering a love for learning will come from consistency, simplicity, and intentional planning. Im so blessed to be a part of the learning process and cant wait to see all that I learn from my students, as well!