Management Styles
Learning is exciting and should be taught that way. There is so much life in education that the management behind it should be minimal. However, when there are situations that arise that need attention, I believe that it should be administered by someone who will be kind, yet firm. This is how I view classroom management. As a progessivist and an existentialist I believe that I can hold these philosophies while maintaining this type of classroom management.
Preventative Approach
Firstly, I believe that most of my classroom management has to be preventative. This would be done by designing engaging lesson plans involving a lot of lab work and making it applicable to their own life experiences. I believe if you can connect activities with life experiences, the material becomes that much more alive to the students. I would keep the class busy by involving them in the learning and passing the cognitive load on to them (Charles, 2000). I will deepen my relationship with the students so that I can help them make appropriate decisions in finding their way (Kohn, 1996). When appropriate I will plan role playing activities which will lead to a deeper understanding about the material. In addition, I would build a sense of belonging that would create a community in the class (Albert, 1989). This reflects upon my philosophies because I believe that students are problem solvers and when given these problems, such as hands on labs, they will be so involved with the lab that they will not stray away and disrupt the learning process. I, also, plan to guide my students as a facilitator for them to find their path. I can only guide them though. I want them to ultimately choose their own way.
Supportive Approach
Supportive classroom management is much of the work that is done in the classroom itself. For this approach I would try to keep the students learning and engaged for as much time as possible. So I will cut down my transition time to keep a high class time percentage on productive learning (Charles, 2000). I would assign directorships to keep the students active and to help me in the daily duties. As for relationships I would make it a point to try to get to know my students on a personal level (the sports they play, their friends they have, the activities they enjoy, ect.) (Charles, 2000). In terms of teaching, I would keep to the 10:2 rule and keep the students active and involved. To keep students on task I plan to be active in the classroom myself. If they are working on an assignment, I am not at my desk, but rather out in the classroom hearing discussions and providing aid if necessary. This also will be a measure to keep students on task and away from the temptation of distraction.
Intervention Approach
Intervention is the last, final, and least used means of management. This only comes at the end when all other measures have been exhausted and problems still arise. I believe the strongest way to communicate a message to the student is to call home. This is not a punishment, but rather a means to inform the parents what is happening at school so we can all come to help (Kagan, Kyle, Scott, 2004). This is done to work together with the parents and student to find a solution that is best for everyone involved. Next, if a student is misbehaving in class and will not respect the teacher, then I would have them sit outside so the rest of class could be set back in place and the learning could continue for everyone else (Charles, 2007). If necessary I would send that student to the office if they are being so disruptive or placing anyone in the class in danger. If consistent distractions and disrespect arise, I would meet the students with their other teachers for a village conference. This would be a strong message as the teachers would probably all have the same position and they could come at the issue as a unified team. This, again, is not a means to chastise the child, but rather a way to bring them back into alignment with the people they work with.
As stated before, this management plan is firmly based on the premise that class can be so involved and engaging that there is no time for students being distracted and causing mischief. My philosophy is based on the idea that students are individuals on their own paths and that I, as their teacher, am here to guide and aid them on their journey through life. This is where the most focus needs to be placed. I will intend to navigate them to find their way and these measures will only be a means to correct the course.
Learning is exciting and should be taught that way. There is so much life in education that the management behind it should be minimal. However, when there are situations that arise that need attention, I believe that it should be administered by someone who will be kind, yet firm. This is how I view classroom management. As a progessivist and an existentialist I believe that I can hold these philosophies while maintaining this type of classroom management.
Preventative Approach
Firstly, I believe that most of my classroom management has to be preventative. This would be done by designing engaging lesson plans involving a lot of lab work and making it applicable to their own life experiences. I believe if you can connect activities with life experiences, the material becomes that much more alive to the students. I would keep the class busy by involving them in the learning and passing the cognitive load on to them (Charles, 2000). I will deepen my relationship with the students so that I can help them make appropriate decisions in finding their way (Kohn, 1996). When appropriate I will plan role playing activities which will lead to a deeper understanding about the material. In addition, I would build a sense of belonging that would create a community in the class (Albert, 1989). This reflects upon my philosophies because I believe that students are problem solvers and when given these problems, such as hands on labs, they will be so involved with the lab that they will not stray away and disrupt the learning process. I, also, plan to guide my students as a facilitator for them to find their path. I can only guide them though. I want them to ultimately choose their own way.
Supportive Approach
Supportive classroom management is much of the work that is done in the classroom itself. For this approach I would try to keep the students learning and engaged for as much time as possible. So I will cut down my transition time to keep a high class time percentage on productive learning (Charles, 2000). I would assign directorships to keep the students active and to help me in the daily duties. As for relationships I would make it a point to try to get to know my students on a personal level (the sports they play, their friends they have, the activities they enjoy, ect.) (Charles, 2000). In terms of teaching, I would keep to the 10:2 rule and keep the students active and involved. To keep students on task I plan to be active in the classroom myself. If they are working on an assignment, I am not at my desk, but rather out in the classroom hearing discussions and providing aid if necessary. This also will be a measure to keep students on task and away from the temptation of distraction.
Intervention Approach
Intervention is the last, final, and least used means of management. This only comes at the end when all other measures have been exhausted and problems still arise. I believe the strongest way to communicate a message to the student is to call home. This is not a punishment, but rather a means to inform the parents what is happening at school so we can all come to help (Kagan, Kyle, Scott, 2004). This is done to work together with the parents and student to find a solution that is best for everyone involved. Next, if a student is misbehaving in class and will not respect the teacher, then I would have them sit outside so the rest of class could be set back in place and the learning could continue for everyone else (Charles, 2007). If necessary I would send that student to the office if they are being so disruptive or placing anyone in the class in danger. If consistent distractions and disrespect arise, I would meet the students with their other teachers for a village conference. This would be a strong message as the teachers would probably all have the same position and they could come at the issue as a unified team. This, again, is not a means to chastise the child, but rather a way to bring them back into alignment with the people they work with.
As stated before, this management plan is firmly based on the premise that class can be so involved and engaging that there is no time for students being distracted and causing mischief. My philosophy is based on the idea that students are individuals on their own paths and that I, as their teacher, am here to guide and aid them on their journey through life. This is where the most focus needs to be placed. I will intend to navigate them to find their way and these measures will only be a means to correct the course.