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Section 3: Classroom Management

I.) Philosophy of Discipline

A.) Teacher Control vs. Stuent Autonomy

I feel that it is very important for teachers to maintain adequate classroom

management. Teachers should be in control of his/her classroom at all times. The

teacher should be very clear of expectations and objectives. It is imperative that teachersdo not deviate from these rules or students may be in constant confusion and begin to be

disrespectful. Teachers should provide enough classroom projects to fill time so students

will not be tempted to lose focus.

Students should be allowed creative freedom in a structured classroom. Studentsshould feel ownership of the class or lab/project/activity through proper guidance of the

teacher.

!.) Prevention vs. Intervention

A wellstructured classroom is the solution to prevention of the majority ofbehavioral problems. Students who are busy during the majority of the classroom time

and have plenty of wor! to finish allows for little time for boredom and escalating

problems. I believe also that placing students in the proper seating chart is an excellentway to prevent problems. Teachers should let students !now at the beginning of his/her

expectations. They should be consistent and fair throughout the year.

C.) Developing self"control vs. #vert $ehavior moification.

If the teacher is constantly present within the classroom" there will be fewerproblems with selfcontrol and overt behavior. The teacher should have classroom rules.#e/she should cover these rules" and the rules should be posted. The teacher should

monitor the room during lecture. This is also true during the activity portion of class.

Students should be responsible at all times for his/her grade. Specific assignments shouldbe given to group members or students as a whole to eliminate behavior problems.

D.) Iniviual nees vs. %roup &ees.

The overall rules established by the teacher or the school should be administered

and followed by the entire class. #owever" each student is different. At times" a personal

disciplinary action my have to be explained or given. Teachers should read theclassroom. #e or she will be able to spot individual needs for his/her student. $eports

from the office or board are very helpful as well. #owever" an observant teacher will

discover students and groups of students with various needs. The teacher can reevaluatelesson plans and learn to accommodate these students %at various levels&.

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'.) Punishment vs. Conse(uence

A teacher must not threaten. The student !nows the rules and the teacher must notbac!trac!. If the teacher does bac!trac!" the students will begin to disregard the rules of

the classroom. This could result in poor classroom management and behavioral

problems. If the student constantly disobeys the teacher or the school rules" it should beextremely clear the student will !now the result of his/her actions.

II.) System of Discipline

A.) Teacher &ees

Teachers need to be trained" and they need to have someone to go to for advice

%mentors& during the learning curve of new employments. Teachers must define his/her

classroom goals. Teachers also need to be consistent' treating his/her students fairly andjustly. Teachers need to feel in charge of his/her classroom and should be organi(ed in

their classroom management.

!.) Stuent &ees

Students want to feel a part of the classroom %to see it as their own&. They need to

have structure. Students should be able to ma!e choices" and to stretch their creativity.

They should be able to be themselves and should learn to be responsible for their own

actions.

C.) ules

$ules should be reviewed on the first day. Teachers should start out very strict

with rules" and they can allow themselves to )ease up* as the students become more

comfortable with classroom setting. $ules should be shared with the parents as well.$ules should be made to provide an organi(ed" sage" and conductive classroom %meeting

the needs of the students.&

D.) Conse(uences: Positive an &egative

I feel there are rule that cannot bend" and there are some that can be more flexible.

This should be discussed with the students at the beginning of the semester. Theclassroom rules should be blac! and white %no gray area&. Students want partial

ownership of the classroom' therefore" they will be expected !now what is right and

wrong. Students should be treated fairly in all negative consequences and studentsshould be rewarded at the teacher+s discretion for positive and improved behaviors.

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'.) Proceures

I believe students who are disrupting class are see!ing some type of attention. I

will strongly try not to call the student out in front of the class. I will as! the students to

see me after class or to meet me in the hallway. I will try to spea! with the student aboutthe incident" and I will as! them how we can correct the situation. After a repeat offense"

I will determine something really meaningful to the student. So he/she will not forget the

problem.

*.) Preventive measures.

If the students !now the teacher+s behavioral expectations" and they !now theconsequences" there should be little reason for misbehavior within a short time period of

adjustment. If feel that if students !now the rules" and they are !ept busy during the class

%with challenging lesson plans not matter their learning levels&" students will not have an

opportunity for behavior problems. ,ree time sometimes warrants this behavior.

%.) Corrective measure +rules violate)

I would spea! to the students alone %unless a situation warrants tremendous

classroom disturbance or a student is placed in harm+s way&. I would issue my firstmeasure of violation %wor!ing around the school during free time or after school&. Any

other violations would concur with the school+s behavioral rules.

,.) Supportive Measures

If students commit minor misbehavior" I would give the student a stern loo! or

verbal warning. If the behavior continues" I would spea! with the student and administerany discipline measures.