Philosophical assumptions and beliefs concerning classroom management

Education

Instructional strategies

My philosophy regarding instructional theories is that the methods used to deliver instruction should reflect multiple learning styles. The six most important instructional strategies to use in a diverse classroom environment include the following, according to the State of Florida Department of State Teaching Resources (2009):

Focus on essentials. Focusing on essentials means never losing sight of the forest for the trees. Teachers should always remain conscious of the goals and objectives of each lesson, and the prevailing themes of each unit. If standardized testing is implicated, then those tests become the essentials for which teachers need to teach.

Make linkages obvious and explicit. There are various ways teachers can make linkages obvious and explicit. The State of Florida Department of State Teaching Resources (2009) guidelines for instructional strategies points out that visual aides like flow charts may be helpful. There are other methods, such as verbally pointing out common areas among subjects.

Prime background knowledge. This can be accomplished with question and answer sessions before each class, or at the beginning of each unit. Priming background knowledge helps teachers to know where the students are at, or to discover some students that are far ahead or far behind.

Provide temporary support for learning. Temporary support, or scaffolding, is a cornerstone of effective teaching. There are many types of scaffolding, ranging from technological tools to more old-fashioned strategies like mnemonic devices.

Use conspicuous steps and strategies. Students may benefit from conspicuous steps and streategies to help them organize their thoughts and develop critical thinking skills. The teacher is responsible for being clear and explicit when delivering instruction, rather than being vague.

Review for fluency and generalization. Students and teachers both benefit from regular assessments. Assessments do not have to be pressurized. Assessments can entail simple feedback sessions, and frequent reviews.

Curriculum components

My philosophy of teaching often contradicts or conflicts with the strict standards placed upon teachers and our institutions that are designed solely for the purpose of test scores rather than on learning outcomes like critical thinking. However, I understand that I am working within a restrictive institutional framework and cannot assume that I can teach however and whatever I want. I do believe firmly that there are core curricula that students need to achieve their academic and personal goals.

I work under the assumption that a core curriculum that is captivating is more likely to keep students' attention than one that it irrelevant to their lives. Therefore, curriculum components are critical for good classroom management. Teachers need to match curriculum standards with the specific needs of their students. This means adapting lessons for the classroom based on competency level, ethnicity, language background, and other factors.

Classroom rules/procedures, consequences, and rewards

Most classroom rules, procedures, consequences, and rewards are rooted in common sense. My philosophy of classroom management in terms of rules, consequences, and rewards is a combination of basic behaviorism and humanism. Respect for self, others, and the teacher is a primary rule that must be followed at all times (Holowicki, 2013). Putting forth best effort, coming to class every day prepared, following directions, paying attention, and preserving a positive learning environment are all components of respect for the classroom. There are specific rules that must be followed at all times in order to preserve classroom integrity. Those rules include no smartphone, cell phone, texting, or gaming during class. Refraining from eating and drinking during class, from talking over the teacher, from being late, and from cheating are also important rules to follow.

The consequences for bad behavior will differ depending on the situation. However, there should be a formal procedure that the teacher follows so that there is no ambiguity and to protect student rights. A verbal warning comes first, followed by a parent consultation. If the parental consultation fails to eliminate the bad behavior (or encourage the good behavior) then a detention ensues, followed by a visit to the assistant principal for discipline. Rewards for good behavior also differ and may include exemption from work.