Personal Classroom Management Philosophy 

 

My personal classroom management philosophy is based on the Lyford model as it integrates a variety of theory based perspectives and assists me as a guide to set my own theories, principles and strategies.  The Lyford model will help me as a pre-service teacher and as a future teacher to design, develop, implement, review and improve my classroom management plans (Lyons, Ford & Slee, 2014, p.5).  My classroom management model will be an individualised approach with the use of different theories.  It will be heavily influenced by the Joseph Kaplan and Jane Carter’s Cognitive Behavioural Theory (CBT), with additional guidance from Lee and Marlene Canter’s Assertive Discipline Theory (ADT) to assist with preventative and corrective strategies to best suit my classroom management philosophy and promote good behaviour in an attempt to minimise student misbehaviour.

 

I believe as a teacher I have a responsibility to provide effective classroom management practices and I must successfully manage student behaviour in a safe classroom environment, whilst also conducting learning experiences in an orderly and student-friendly manner (Manning & Bucher, 2003).  Effective classroom management can be achieved by creating positive learning environments and effectively dealing with misbehaviours as they occur.

 

I will be positive and caring towards students and build good relationships based on mutual respect as it will enable students to become more responsible for their own actions and provide student motivation to improve behaviour.  As Edwards (2004) states the best relationship to establish is one of mutual respect. I will meet and greet students upon arrival to class in the morning and demonstrate interest in what they say and contribute to discussions.  This will be further promoted by creating a safe classroom environment; an environment free of physical or psychological harm (Lyons et al., 2014) resulting in a safe, secure and positive environment.  According to Gordon, Arthur, and Butterfield (1996) students who feel secure are more likely to develop positive attitudes to learning. 

 

Positive learning can be achieved by providing interesting and engaging lessons.  I believe   the integration of cooperative learning opportunities encourages students to actively participate in their own learning and assists students to construct meaning.  As confirmed by Edwards (2004) cooperative learning reduces discipline problems and improves student relationships.  Moreover, cooperative learning creates a feeling of sense of belonging whilst building on current understanding. As stated by Lyons et al., (2014) belonging is critical to classroom management as a sense of belonging will influence the ways in which students interact and will also influence learning (p. 5).

 

I want to be assertive in that I intend to establish clear rules and enforce consequences by being consistent and help set boundaries and provide expectation of student behaviour.  Students will help develop the rules to follow and will be taught how to follow the rules and will understand the consequences for misbehaviour.  For example their name will be written on the white board as a warning, if it appears again for misbehaviour then that student looses a privilege of perhaps ten minutes of free time at the end of the day.  However, as the year progresses my discipline plan will adjust as the intention is for students to develop increasing greater autonomy over how they behave in the classroom (Edwards, 2004).  Students learn to become more responsible and apply problem solving skills when they have more control and responsibility.  They learn that their actions have an impact and that they themselves control the consequences (Canter, 1989).  It puts the responsibility back on the students as they take ownership of their own behaviour. 

 

I also intend to use positive reinforcers and punishers; also known as negative consequences for actions.  When a student behaves and the experience is a pleasant outcome, the likelihood of the behaviour being repeated increases (Brady, 2005).  Therefore this will alter student behaviour and encourage modified targeted behaviours. Positive  reinforces in my classroom will include the use of rewards such as additional computer time, free time at the end of a lesson to read a book and plenty of praise for good behaviour and staying on task.  Consequences will include reinforcing the rules and providing plenty of practice for behaving appropriately. Additionally, students will not receive privileges like computer time should they choose to misbehave.  However as Lyons et al., (2014) explains the focus will be on developing the skills and behaviour we wish to increase and replace. 

 

Most importantly, I will continually evaluate and modify my classroom management practices to improve and fit the changing situations in my classroom with individual students and school where deemed necessary.  As Bosch states (as cited in Manning & Bucher, 2003) it is crucial to implement a classroom management plan and evaluate and revise that plan when required to suit the students behavioural needs.  This also ensures that my classroom management plan is continually aligned to my professional philosophy and results in valued outcomes for my students (Lyons, Ford & Slee, 2014).

 

Classroom Management Theory 

 

A classroom management model that best aligns with my philosophy is Joseph Kaplan and Jane Carter’s Cognitive Behavioural Theory (CBT) as it is based on a student-oriented approach. The key principle of CBT is that it assumes that students have the ability to monitor and manage their own behaviour (Heflin & Simpson, 1998) and therefore teaches students to make behavioural choices.  This model aligns with my philosophy as I believe it is important that students are taught the skills on how to best manage their own behaviour.  As outlined by Gordon et al., (1996) a teacher can help measure student behaviour and assist the student to use thinking strategies and problem solving skills to modify their own behaviour. 

 

To apply CBT the teacher promotes the desired behaviours by guiding and encouraging students to manage themselves, this can be achieved through skill demonstration and plenty of practice on the correct behaviour.  As described by Lewis (1997) students are capable of working out their behaviour is causing a problem and how to solve it.  Therefore, students become more responsible for their own actions.  As part of my philosophy I believe in giving and earning respect from students which I can achieve through open communication; actively listening and encouraging students to talk and making sure they feel valued.  According to Lewis (1997) exploring the situation verbally through active consultation and inviting talk will help diffuse the emotional state of the student and assists in facilitating problem solving. 

 

Another reason I believe Cognitive Behavioural Theory (CBT) aligns with my philosophy is the use of positive reinforces and punishers.  As Brady (2005) explains appropriate reinforces and punishers, strengthen and modify behaviour.  The intention will be to develop students’ skills to take ownership of their behaviour.

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Reflection on Theory in Practice 

 

The mentor teacher Mrs McNeill used various preventative and corrective strategies in the classroom and many based on Lee and Marlene Canter’s Assertive Discipline Theory (ADT), therefore a more teacher-oriented approach as the teacher ensured students chose to act appropriately.  Mrs McNeill set clear behavioural limits and expectations to control students as a preventative strategy. The belief is that external control teaches students to develop self-discipline (Lyons et al., 2014 p. 28).  Students at the beginning of the year were taught how to follow the rules and students who misbehave are well aware of the consequences, which include loss of free time and staying behind at recess.  An example involved a student who continued to rock on his chair after a warning not to.  The student was then asked to remove his chair and stand for the remainder of the lesson and he was advised to change his colour to yellow by placing his name on the yellow colour chart.  This colour represented a reminder about a rule that the student had trouble following.  The behaviour management colour system is a whole school approach and different colours’ represent different consequences with black being the most serious and the student taken to the office. 

 

However, it should be noted that Mrs McNeil did use William Glasser’s Choice Theory (CT) initially when setting up the classroom rules as students contributed to the classroom rules as this helped the students to be more aware of the choices available to them in response to certain behaviour.  Glasser (1953) confirms the importance of students taking ownership of their own behaviour.  The students are more likely to adhere to and respect the classroom rules if they have contributed to them as there is a degree of commitment. 

   

Another preventative strategy Mrs McNeill used often in the classroom was the use of praise when students were on task and completing work.  As Canter (1989) confirms the key to assertive discipline is catching students being good and behaving appropriately and letting them know that you like it.  It provided other students an opportunity to model the same behaviour. 

 

As a corrective strategy Mrs McNeil often used tactical ignoring.  This strategy is mentioned in Rogers’ Positive Behaviour Leadership (PBL) model.  The model states the aim of discipline is to enable students to own their behaviour and be accountable for their choices (Edwards, 2004).  One student in particular liked to fiddle with his pencil and ruler during instruction time.  Mrs McNeil chose to ignore the disruption as she confirmed it would be a constant interruption to other students with the lesson being delivered.  As Bill Rogers explains (Osiris Educational, 2012) often it is not the behaviour that you confront which will make the difference but those that you ignore.  Another incident included a student who yelled out an answer and was reminded to put his hand up when answering a question, he then proceeded to cross his arms and roll his eyes.  Mrs McNeil chose to ignore the behaviour, ask the question again and direct the question to another student to answer.  As stated by Edwards (2004) the aim of discipline is building a workable relationship with students even when the teacher has to discipline them.  The student eventually moved on and participated in the lesson.

 

Additionally, Mrs McNeil used I-messages to students as a corrective strategy.  The I-message allowed the student to know how the teacher felt about what they had done and why (Lyons et al., 2014).  A student had misbehaved in another classroom during spelling and Mrs McNeil had held the student back at recess to discuss in a calm voice how disappointed she was to hear that the student had been disruptive in class and that the other teacher had made him change his colour to yellow for not following the rules.  Mrs McNeil said she would have expected more from him with him being one of the older students.  The teacher then allowed the student to discuss solutions on how his disruptive behaviour could be avoided in future spelling lessons.  The student said he would not sit with another student again as he was not a good influence.  Discussing the problem with the student, demonstrated faith in the student’s willingness to co-operate (Lyons et al., 2014) and therefore helps build mutual respect between teacher and student.

 

 

References

 

Brady, L. (2005). Engagement: inclusive classroom management. Ch.6. pp.144-159. Retrieve from       http://edocs.library.curtin.edu.au/eres_display.cgi?url=dc62065346.pdf&copyright=1.

 

Canter, L. (1989). Assertive Discipline: More than Names on the Board and Marbles in a Jar. Published by Phi Delta Kappan International. Vol. 71(1), p.57-61. Retrieved from http://www.jstor.org.dbgw.lis.curtin.edu.au/stable/20404058?seq=1#page_scan_tab_contents.

 

Edwards, C. (2004). Classroom Discipline and Management 4th Ed. New York: Wiley. Ch.12. pp.263-279. Retrieved from http://edocs.library.curtin.edu.au/eres_display.cgi?url=DC60166838.pdf&copyright=1.

 

Glasser, W. (1953). Classroom Management Theorists and Theories/William Glasser. Retrieved from https://en.wikibooks.org/wiki/Classroom_Management_Theorists_and_Theories/William_Glasser.

 

Gordon, C., Arthur, M., & Butterfield, N. (1996). Promoting Positive Behaviour: an Australian guide to classroom management. South Melbourne: Thomas Nelson Australia. Retrieve from http://edocs.lis.curtin.edu.au/eres.cgi?url=dc60159221.

 

Heflin, L., & Simpson, R. (1998). Interventions for children and youth with autism: Prudent choices in a world of exaggerated claims and empty promises. Part I: Intervention and treatment option review. Focus on Autism and Other Developmental Disabilities. Vol.13(4). pp.194- 211. Retrieved from http://search.proquest.com.dbgw.lis.curtin.edu.au/docview/205054421?OpenUrlRefId=info:xri/sid:primo&accountid=10382.

 

Lewis, R. (1997). The Discipline Dilemma, Control, Management, Influence. Australian Council Educational Research.

 

Lyons, G., Ford, M., & Slee, J. (2014). Classroom Management: Creating Positive Learning Environments (4th Ed.). South Melbourne, VIC: Cengage Learning.

 

Manning, L., & Bucher, K. (2003). Classroom Management: Models, Applications and Cases. Ch.1.  pp.3-25. Retrieved from http://edocs.library.curtin.edu.au/eres_display.cgi?url=dc6020635x.pdf&copyright=1.

 

Osiris Educational. (2012). Dr Bill Rogers - Ensuring a settled and focused class [Video file]. Retrieved from https://www.youtube.com/watch?v=PLFcaovsriA.