M8A1: Signature Assignment: Classroom Management Philosophy

Introduction
Classroom management is one of the most important factors in building a strong classroom
culture and effectively educating students. An educator with strong management skills, and decent
subject knowledge can teach more effectively than an educator with poor management skills with
exceptional subject knowledge. According to Rob Coe with the Centre for Evaluation and Monitoring,
teaching climate and classroom management are key practices no less important than the quality of
instruction and content knowledge (Coe, 2017). The way I implement rules and procedures, build
relationships, manage behaviors, learner differences, and implement PBIS and restorative practices
will all greatly influence my classroom culture and my students' ability to learn from me. I will be clear
and consistent with expectations to students, and make an effort to network with parents and the
community.
Part I: Rules and Procedures
I would prefer to keep my list of rules simple and short so that it is easy to remember. Doing
this may require additional rules and expectations for individual procedures, but it also makes it more
likely students can remember all the class rules if there are not too many. It is hard for a student to
follow a rule if they do not remember the rule. One way to keep things simple is to use rules that are
worded simply but encompass multiple behaviors. Other things I value heavily are social and
emotional learning (SEL) because rules along with SEL are important tools for managing and improving
student behavior. Social and emotional competencies will help students in their future outside of
school so they are important to involve in education (CASEL, 2019).
As far as rules, it is easier to say something like: “We are safe” as a rule instead of having
several rules regarding respecting students' emotional and physical well-being. Expectations within a
rule can be explained so that students understand what a rule includes A rule like “we are safe” would
include no hitting or kicking, being safe with school materials, and no bullying or verbally/emotionally
harassing/abusing students. I believe it is better to have a simple rule with a long explanation then a
rule so long students cannot remember it. This is my most important rule because I need to create an
environment in which students feel physically and emotionally safe.
Other rules I have are: we work hard and try our best, we listen to others and follow directions,
we show up to class and our commitments, and we respect and help others. Hard work and effort is
important because everyone has the ability to learn and get better at things. We all have certain
aptitudes but nothing good comes easy so it is important for students to learn to value the
relationship between hard work and success. Listening to others and following directions is important
because students have a tendency to talk, and some students interrupt other students when they
share. Showing up goes along with the importance of hard work it helps students remember that they
cannot learn if they are not at school. It also helps plant seeds regarding the importance of
commitments and responsibility. Respect others and help others are also very important rules.
Respect can mean a broad range of things, and also crosses over into creating a safe learning
environment. Respect has to do with using appropriate language, students listening to both school
staff and peers, respecting school materials and supplies, and respecting people's personal space and
belongings/supplies.
Many procedures I can go over while we do them, and use repetition to help students learn
the procedure. Having some procedures pre-determined will be important. Having pencils ready in a
can so that there is a procedure that does not involve students sharpening pencils during class is one
important procedure. Having a bathroom procedure is also important. Asking to go can be a
distraction, but letting students go at-will can also lead to problems. One way to solve this is to create
a ticketing system in which students can go to the restroom at-will but must sign a slip and put it in a
basket or a designated place on their way out the door. I can keep track of these to ensure students
are not abusing the policy, and small rewards can be given for students that complete a quarter or
semester with extra bathroom passes remaining.
Part II: Relationships
Building relationships are one of the most important factors in creating a strong classroom
culture, and fostering a sense of community in the classroom. Strong relationships help with
classroom management. Having a positive student relationships make communication easier and
reduce behavior issues in class, and having a strong parent relationship increases support. For these
reasons, it is important to have strategies for building relationships with students and parents.
Parent teacher relationships can be developed by putting in the effort, and keeping an open
line of communication. Having multiple methods of contact can also make it easier for teachers and
parents to keep in touch, because some people work odd hours and some are more comfortable to
talk in person, and some via email or on the phone. Making an effort to contact parents about good
things and not just problems is a way to build a relationship with parents. Some schools now have
online portals in which parents can check on students' grades, which varies from a student portal. It
does not display every assignment and allow parents to “helicopter”, but it does allow them to have
an idea of their student's grades. I have heard of some schools use a modified version of behavioral
report cards to communicate with parents, in which every parent gets an email with a report on their
child on a regular basis. Teachers do not have to implement this online message, but to be a good
teacher I do need to plan to regularly talk to parents. I also must plan to talk about positive things with
parents, and grow a relationship revolving around collaborating to educate the child, and not limited
only to collaborating to discipline the student.
There are several things to do help build strong student relationships. Planning extra time at
the beginning of the year to get to know students, and planning activities to promote students getting
to know me and each other are important. I have talked to successful teachers and they all mention
their emphasis on relationships early on. As a new teacher, there is pressure to cover subject matter; a
day that covers minimal curriculum can feel like a day wasted. Expectations for behavior during
transitions and activities can be given to students during relationship building activities. This can be
used as a foundation as the more subject matter is introduced, and will actually save time later. The
power and importance of student relationships can be summed up by the quote: “In fact, the quality
and nature of the relationships you have with your students have a larger effect on their results than
socio-economic status, professional development or Reading Recovery programs. It is not that these
things don’t matter, but rather that your relationships with students matter more” (Evidence Based
Teaching, 2019).
Part III: Learner Differences
“While physically included, James feels intellectually excluded, and acutely inferior to his peers.
No one is to blame; everyone did their jobs to the best of their abilities. Yet, how might the unit be
planned to address the learning needs of students with disabilities and still retain the rich content-
area resources...?” (Heron & Jorgensen, 1995). Dealing with learner differences is very important
because of all students are not the same, but all students deserve the have the same opportunity to
receive a quality education. There are students with mental or physical disabilities, behavioral issues,
gifted students, along with other students with learner differences or conditions that affect their
education.
There are many ways I will work to account for learner differences and reach all learners. I will
coordinate and communicate with special education staff, support staff, and also parents and the
student. Some issues can be as simple as a parent or student telling me something they have an issue
with, and me adapting to meet the students' needs. Over time I will learn more about teaching
students with learning disabilities, and gifted students, but one important strategy I can use
immediately regardless of experience is tiered learning. It is important to learn about resources
available within the school and the community, in case a student does not have the support and know
about available resources. I will strive to develop “multi-level goals for different learners within a
common curriculum. Courses in methods and materials development must target different learning
styles, and teach strategies for adapting existing materials when variety is not possible” (Heron &
Jorgensen, 1995). Using multi-tiered methods can help reach both struggling students and gifted
students reach their potential. Talking to support staff and reviewing a student's file can help me
determine if a student should be recommended for services. An extremely gifted student could be
recommended for the school's gifted program in addition to regular classes, a student with a reading
disability could use the help of specialists and support staff in a 1-on-1 setting. By getting to know
students needs, talking to parents, and reviewing their file (in regards to IEP/504 & other notable info)
I can help students progress in my classroom, and help ensure they are getting the services they need
outside my classroom.
Part IV: Restorative Practices
I will implement positive behavioral interventions and supports (PBIS) as well as use restorative
practices to create a sense of community and positive classroom culture. Using PBIS there is a
universal tier 1 for all students, in which they are all “provided high-quality instruction on behavioral
expectations” (Emmer & Evertson, 2017, p. 243). This helps eliminate problems that occur from
students not clearly understanding expectations, and makes it easier for me as a teacher to identify
“students at risk for failure to meet these expectations” (Emmer & Evertson, 2017, p. 243). As part of
tier 2 I will provide support and interventions and do my best to help get these students on track, if
students still struggle to meet classroom expectations they are will get additional assistance through
tier 3 which generally offers help and support from someone outside the classroom.
Restorative justice is a different way of approaching issues than punitive justice, which was
used in most classrooms when I was young. Restorative practices involve finding ways to solve issues
without criminalizing or punishing students. When used properly restorative practices reduce bullying,
and give students a sense of accountability for their actions. It also can involve conversation in which
one student tells another what hurt them, and the offender apologizes. This is important because
“...restorative practices improve relationships among students and teachers, reduce disciplinary
problems and build community” (Porter, 2007). Punitive practices in schools increase the school-to-
prison pipeline while using restorative practices in the classroom creates a strong sense of classroom
community.
Part V: Behavior Management
I will work to establish a positive classroom environment and strong classroom management
and I will work hard to sustain the environment using these four areas: “monitoring behavior and
academic progress; consistency; addressing problems promptly, and building a positive, supportive
classroom climate” (Emmer & Evertson, 2017, p. 181). Learning and utilizing school-wide policies such
as school-wide PBIS (SWPBIS), and integrating social emotional learning (SEL) in the classroom can
help with behavior management. I will focus on using more minor disciplinary actions, escalating to
more major corrections as needed. I will make an effort to talk to students first, but I will talk to
parents and/or administrators immediately to nip severe problems in the bud.
Consistency is one of the most important factors in behavior management. I need to have
clearly set expectations, and ensure the students understand these expectations. “Another
characteristic of good managers is consistency in the use of rules and procedures and in their dealings
with students who do not follow them” (Emmer & Evertson, 2017, p. 210). This means I need to have
consistency in my discipline or students may act out because they feel things are unfair, or to test my
current boundaries.
Conclusion
Classroom management is as important, if not more important, as subject matter knowledge. I
believe in being an advocate for my students, helping them build critical thinking skills, and teaching
them to be accountable for their actions. Building a strong sense of community is important to me
because I think it helps with discipline, behavior, and makes for an overall more enjoyable classroom
environment for everyone. I will be clear with my expectations and tech the rules and procedures
early and reinforce them to be sure students understand them. I will make a strong effort to build
relationships with my students and their parents. I value all learners, and will make an effort to use
tiered-teaching strategies to engage different levels, as well as making a continued effort to learn
more about educating gifted and special needs students. I will make an effort to keep communication
positive at all times, especially during behavioral interventions. This includes using restorative
measures rather than punitive measures. I will make an effort to reduce behavior problems by having
consistent and fair repercussions, and utilize positive behavioral interventions. Strong classroom
management is important, and well help me build a positive environment for both learners and
myself. My classroom management is vital to my success as a teacher, and my students success, so it is
worth putting time and effort into.
 References

Coe, R. (2017, November 08). CEM Blog. Retrieved March 10, 2020, from
https://www.cem.org/blog/6-elements-of-great-teaching/

Collaborative for Academic, Social, and Emotional Learning (CASEL). (2019). SEL Impact. Retrieved
March 9, 2020, from https://casel.org/impact/

Emmer, E.T., & Evertson, C.M. (2017). Classroom management for middle and high school teachers.
(10th ed). New York: Pearson.
Evidence Based Teaching. (2019, July 10). Productive Teacher Student Relationships Affect Students'
Results. Retrieved March 7, 2020, from https://www.evidencebasedteaching.org.au/crash-
course-evidence-based-teaching/teacher-student-relationships/

Heron, E., & Jorgensen, C. M. (1995, January). Addressing Learning Differences Right from the Start.
Retrieved March 11, 2020, from http://www.ascd.org/publications/educational-
leadership/dec94/vol52/num04/Addressing-Learning-Differences-Right-from-the-Start.aspx

Porter, A. (2007, March 21). Restorative Practices in Schools: Research Reveals Power of Restorative
Approach, Part I. Retrieved March 11, 2020, from https://www.iirp.edu/news/restorative-
practices-in-schools-research-reveals-power-of-restorative-approach-part-i