This classroom management plan describes how my philosophical beliefs will inform my teaching actions. My classroom’s management plan is based on the Self-Discipline Pyramid described in Villa, Thousand & Nevin’s Collaborating with Students in Instruction and Decision Making (2010).
A successful classroom management plan helps students develop self-discipline and involves:
1. Creating a caring community: Building relationships, designing engaging lessons, and teaching students expectations;
2. Recovery: Monitoring students and helping students recover when they do not meet expectations;
3. Life skills: Teaching social skills, emotional literacy, and problem solving;
4. Somewhere else plan: Facilitating a plan when students struggle and need to gain control; and
5. Wraparound supports: Developing wraparound supports such as Positive Behavior Interventions and Supports (PBIS) and Response to Intervention (RtI)
My educational philosophy is perennialist. Perennialists emphasize the importance of transferring knowledge, skills, and information from the teacher to a younger generation. Perennialists generally believe that the principal goal of education is to help students to sharpen their intellectual powers, often by reading and analyzing works by the world’s finest thinkers and engaging in critical thinking about those works.
Although my philosophy is teacher-centered, I reject the emphasis essentialism (another teacher-centered philosophy) places on the memorization of facts. Further, I completely reject the authoritarian philosophy of some teacher-centered educators—the idea that a principle purpose of schooling is to teach children to obey rules and be “good.” I do not believe children can thrive in an environment where they are in constant fear of punishment for minor infractions.
I believe that an environment where students feel safe and respected is most conducive to learning. Students will feel most comfortable exploring their intellectual curiosities in an environment where they are actively encouraged to express their opinions, engage in out-of-the-box thinking, and flaunt their differences rather than their conformity. Teachers must model how to respect various viewpoints and reward risk-taking.
Perhaps my educational philosophy is “classical” in content, but socially reconstructionist in style. It is classical because I believe that students can sharpen their minds by engaging in critical thinking about historically important books, people, and events. At the same time, it is socially reconstructionist because I believe every student is capable of engaging in critical thinking. Moreover, I want—even expect—students to become independent thinkers, even challenging the fact that the Great Books “canon” lacks many deserving important non-Western and female thinkers. In other words, I want kids to learn the canon, and then challenge it!
My classroom management style reflects this approach. It emphasizes the fairness, mutual respect, the pairing of rights with responsibilities, and the creation of a safe environment that encourages intellectual exploration and risk-taking.
A successful classroom management plan helps students develop self-discipline and involves:
1. Creating a caring community: Building relationships, designing engaging lessons, and teaching students expectations;
2. Recovery: Monitoring students and helping students recover when they do not meet expectations;
3. Life skills: Teaching social skills, emotional literacy, and problem solving;
4. Somewhere else plan: Facilitating a plan when students struggle and need to gain control; and
5. Wraparound supports: Developing wraparound supports such as Positive Behavior Interventions and Supports (PBIS) and Response to Intervention (RtI)
My educational philosophy is perennialist. Perennialists emphasize the importance of transferring knowledge, skills, and information from the teacher to a younger generation. Perennialists generally believe that the principal goal of education is to help students to sharpen their intellectual powers, often by reading and analyzing works by the world’s finest thinkers and engaging in critical thinking about those works.
Although my philosophy is teacher-centered, I reject the emphasis essentialism (another teacher-centered philosophy) places on the memorization of facts. Further, I completely reject the authoritarian philosophy of some teacher-centered educators—the idea that a principle purpose of schooling is to teach children to obey rules and be “good.” I do not believe children can thrive in an environment where they are in constant fear of punishment for minor infractions.
I believe that an environment where students feel safe and respected is most conducive to learning. Students will feel most comfortable exploring their intellectual curiosities in an environment where they are actively encouraged to express their opinions, engage in out-of-the-box thinking, and flaunt their differences rather than their conformity. Teachers must model how to respect various viewpoints and reward risk-taking.
Perhaps my educational philosophy is “classical” in content, but socially reconstructionist in style. It is classical because I believe that students can sharpen their minds by engaging in critical thinking about historically important books, people, and events. At the same time, it is socially reconstructionist because I believe every student is capable of engaging in critical thinking. Moreover, I want—even expect—students to become independent thinkers, even challenging the fact that the Great Books “canon” lacks many deserving important non-Western and female thinkers. In other words, I want kids to learn the canon, and then challenge it!
My classroom management style reflects this approach. It emphasizes the fairness, mutual respect, the pairing of rights with responsibilities, and the creation of a safe environment that encourages intellectual exploration and risk-taking.