Classroom Management Plan
A. Theoretical Introduction
1. Philosophy of classroom management
My philosophy of classroom management can be compared, in many respects, to the construction of a building. The effectiveness of my classroom throughout the school year will depend upon the early establishment of a strong “foundation.” Three elements, in particular, are key to ensuring that this foundation is set firmly upon solid ground.
First, it is essential that expectations and classroom rules be established with considerable student input during the first days of the year. The specific objectives of that process will be discussed in greater detail later in this plan. Second, it is critical that a positive, healthy classroom environment be created at the very beginning of the school year. The environment I seek in this regard is influenced primarily by the theories of William Glasser which will be discussed further later in this section. And third, it is important that adequate time be invested early in the school year for students to learn and practice those skills that will ensure effective technical management techniques. Student’s proficiency in responding to my cues, directions and signals in a timely, consistent fashion will pay dividends throughout the school year in the form of valuable learning time not lost.
Once this “foundation” has been firmly established, we can then – and only then - begin to build upon it with confidence. Much like the case of constructing an actual building, though, it is important that conscious steps be taken to maintain the structure throughout the school year to prevent its deterioration with the passage of time. For this reason, my philosophy of classroom management also includes some basic principles to ensure proper “maintenance” of the structure.
These include – first and foremost - consistency, for without that all of my good up-front work will, in all likelihood, be quickly destroyed. Students are highly perceptive and will readily note when appropriate follow-through is absent, or where rules are unevenly applied. I must, therefore, make a conscious effort to be consistent and even-handed in my treatment of students, and in the application of our classroom rules.
I must also strive to be positive in all things, including in my use of verbal and body language. An important element in this is that I avoid becoming pulled into power struggles with students, and not lose my emotional balance. Without question the “little things” are, in fact, quite “big” – my words, my body language, and my attitude speak volumes – and I need to ensure that what they say is positive.
It is also essential that I treat all students with dignity and respect, for such treatment will breed the same from them in their treatment of both me, and their peers – in effect, I set the tone for the entire class. The concept of respect is key to the establishment of the...