Instructional strategies and philosophical foundations of 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.

Student and teacher relationships

I work with the assumption that the student-teacher relationship is based on strong two-way communication. This means that the teacher listens carefully to what the student has to say, and it also means building and maintaining trust. The student-teacher relationship is critical for classroom management also because it encourages mutual respect.

Administrative and parental influences

My philosophy of classroom management cannot be discussed without reference to administrative and parental influences. I believe that it is possible to manage a classroom in harmony with the differing needs and expectations of administrators and parents. Because I work with a leadership philosophy that is democratic-participative, I seek always to involve parents and administrators into my classroom and welcome their input.