Classroom Management

Philosophy
- Megan Farwell -

Classroom Management
Classroom management is the most
important component to an effective
learning environment. With it, there can
be a sense of safety, organization, and
productivity, but without it, there would
be chaos. It is my belief that children
thrive when there is structure, routine,
and a loving and supportive environment.
As I have researched and learned about
different classroom management styles
and programs, I have seen my views
align significantly with Ron Morrishs Real
Discipline. Real Discipline focuses on
teaching proper behavior and taking a
preventative approach. Morrish says we
have to teach students how to behave
properly because many of them do not
learn how to do so at home (Charles,
72). As a teacher for an early elementary
classroom, I see great value in this
statement. When children are young, and
likewise still learning and adjusting to the
norms and expectations of classroom
behavior, it is our responsibility as
teachers to make sure they not only
know what the rules are, but teach them
how to comply with them.

Further, because I believe that children

thrive when there is structure and
routine, I see my views of classroom
management aligning with Fred Jones
theory. Managing a classroom efficiently
means that there is little wasted time,
and that students are always engaged. If
children are meaningfully involved in a
lesson, and the teacher enables them to
follow directions on their own, they will
be self-disciplined. As a result, there will
be little to no disruptive behavior seen in
the classroom.
Lastly, when dealing with a child with
behavioral challenges, I look to Ross
Greenes strategy of Collaborative
Problems Solving. I couldnt agree more
with Greenes viewpoint that kids do well
if they can. Children know how they are
supposed to behave and what the
expectations are, but those with the
challenging behaviors are lacking skills
that are needed to respond to daily
challenges in adequate ways. So, the first
step to helping a child with challenging
behavior is to identify the childs lagging
skills. Subsequently, the teacher and

child address one lagging skill at a time,

by working together to come up with a
plan on how the behavior is going to be
corrected. When both the teacher and
child agree on a solution, implementation
begins, allowing the child to develop the
needed skill, and overcome the
challenging behavior.

Establishing Relationships
Relationship
building
within
the
classroom is fundamental for a successful
year. When you have a trusting
relationship
with
someone, you are
much more likely to
listen to and accept
what they have to
say, because you
know that they have
your best interest in
mind. The same can
be said for within the
classroom. It isnt
until a student has a
positive relationship
with his or her teacher and peers, that
they are ready and willing to listen to,
and accept, what you have to say. It is so
important that every student feel safe,
wanted, and important in the classroom
environment. Once all of those feelings
and securities are present, learning and
growth can take place. These are some
ways that I plan to foster relationships
with my students:

A grand welcome - the first few days

of school will be centered on making
every student feel welcomed and
comfortable. There will be a focus on
establishing relationships between

students, as well as with the teacher.

First impressions are important, and
the first days or weeks of school can
set the tone for the whole year.
The real me One way that I will build
relationships with my students is by
letting them get to know the real me. I
will tell them about my family, my
likes, my dislikes, etc. so that they
know that I am more than just a
teacher, I live a life outside of school,
just like they do. Similarly, each child
will have an opportunity to share
about themselves.
Value every student there is
something good about every student,
sometimes you just have to work a
little harder to find it. I will do this by
getting to know each one of my
students on a personal level. Ensuring
that every child gets one-on-one time
with the teacher regularly is crucial.
Morning greeting Once all of the
students have arrived, we will meet in
the whole group area, greet each child
by name, and give that child a chance
to very briefly share one piece of
information or good news with the
class and teacher. This ensures that
every child is recognized and feels
appreciated by his or her peers on a
daily basis. Further, it allows the
teacher to know how each child is
feeling for that day.
Trust and Respect I will show
students that I trust and respect them.
When students show compliancy with
the rules, and therefore demonstrate
that they are ready, a teacher can
show that she trusts and respects the
students by allowing them to make
some decisions on their own.

Working with Parents

Working with parents is an essential part
of helping the children in my class
succeed. In my classroom, parents input,
ideas, suggestions, and concerns will
always be respected. Parents need to feel
comfortable approaching me to discuss
whatever may be concerning them, or
whatever they have a question about.
Further, parents will always be welcomed
and encouraged to come in and work in
the classroom at any time throughout the
day. In one of my field experiences,
parents were always visiting the
classroom, even if only for a few minutes.
Having that involvement shows the child
that someone, other than the teacher, is
invested in their success. Parental
involvement in a childs education has
proven to be greatly beneficial, and I
want to do all that I can to support that
involvement. Some other ways that I
plan to work effectively with parents are:
Have a partnership with the parents,
and encourage communication
between home and school by using a
folder system. I observed this
strategy in one of my field
experiences. Every morning the
teacher would check each folder for
notes from home, and then any
notes for the parents would be
placed in the folder and sent home at
the end of the day. I really like this
system because it encourages daily
communication between home and
school.
Send home a news letter every week
so that parents are always up to date

on what is happening in the

classroom.
When appropriate, conduct home
visits. This is a great way to get to
know a family on a more personal
level, and it really shows the family
that you are invested in partnering
with them.
Have a list of community resources
to share and connect parents with
who may be in need of help, looking
for supplementary learning
opportunities, or looking to become
more connected within the
community.
Respecting each familys individual
culture, preferences, and ways of
life.

Rules
Rules are a description of how students
are to behave. They should promote a
way for students to monitor their own
behavior, as well as remind and motivate
them to behave as expected. For rules to
be most effective, they need to convey
the expected behavior, be stated clearly
and positively, and be observable and
measurable (IRIS). Morrish recommends
that teachers develop classroom rules on
their own, void of student input. Further,
he suggests that teachers clearly inform
the students of what they expect, and
show them how to do it. Using direct
instruction and close supervision, I plan
on being persistent when it comes to
implementing the rules. However, rather
than using punishment to correct
misbehaviors, I will simply have students

redo the misbehavior in a satisfactory

manner, so that it is being corrected with
a positive approach.
In my classroom, I will establish rules
and procedures prior to the start of the
school year. Once students arrive, the
first few weeks will have a heavy focus
on teaching the rules and working
towards compliance. I will have three
rules:

1. Walk for safety

2. Use inside voices
3. Be a good friend
During my participation in Hope Colleges
Early Childhood Learning Lab, these were
our classroom rules. Through
explanation, demonstration, guided
practice, corrective feedback, and
repetition, the students in the classroom
learned to accept and comply with the
rules automatically. I plan to use the
same techniques in my classroom.

Procedures
Procedures outline the steps students are
to follow for the successful completion of
an activity or task. Procedures are often
utilized during periods of transition,
because this is when there is less
structure, and therefore a higher
likelihood that misbehaviors will occur
(IRIS). Procedures are important to me

because they eliminate wasted time and

student confusion. An example of a
procedure that I will use in my classroom
is that when students arrive at school,
they are to hang up their coat and
backpack, put their folder in the tray,
move their lunch card (allowing me to
take attendance quickly), and then go to
one of the open centers for the morning,
until called over to the whole group area.
This was a procedure in one of my field
experience classrooms. It ensured that
the morning got off to a good start.
Students knew what to do right away, it
gave the teacher time to check for notes
from home, and there was little
disruptive behavior because expectations
were clear, and students knew what to
do. Further, other important procedures
may include how to ask for help, how to
come to attention, and how to begin and
finish work. In my classroom, all
procedures will be taught the same way
as the rules: explanation, demonstration,
guided practice, corrective feedback, and
repetition.

If teachers do not take the

time to teach expectations
and procedures carefully
and if they fail to ensure
compliance with those
expectations they will
invariably get whatever the
students feel like giving
them, which usually is not
much.
- Charles, p. 141

Student Motivation
Student motivation is a very important
part of a childs education. There are both
extrinsic and intrinsic types of motivation
that encourage a child to do his or her
best. I believe that there is value in both
types of motivation; however, I feel that
in school, a childs motivation should be
primarily intrinsic. Extrinsic motivation,
such as verbal praise or stickers, can be
very encouraging to a child. Conversely,
if used too often, extrinsic motivation
either becomes ineffective, or the child
becomes dependant on it. In the article
Should rewards have a place in early
childhood programs? by Shiller and
OFlynn, it is stated that Research
indicates that while rewards may result in
immediate, measurable learning gains in
some areas, these gains are countered by
lower levels of motivation for continued
learning (p. 89). To avoid this dilemma,
I believe that a childs motivation should
primarily come from within.
Theorist Marvin Marshall identifies tactics
for stimulating childrens internal
motivation. Some of his strategies that I
see value in are using the power of
choice, using acknowledgement and
recognition more than praise, creating
curiosity and a desire to know, and
empowering by building on students
successes (Charles, 168-172). In my
classroom, I will do this by having
lessons that fully engage students and
encourage them to learn through
exploration. I will build off of their prior
knowledge, make learning authentic, and

whenever appropriate, students will be

able to make decisions for themselves.
When students are interested and
invested in what is happening in the
classroom, they are going to be naturally
motivated to work hard and do their best.
The article Fostering Intrinsic Motivation
in Early Childhood Classrooms states that
Intrinsically motivated children
experience more enjoyment from their
learning, gain greater knowledge and
insight, feel better about themselves, and
are more likely to persist in goal-directed
activities (Carlton and Winsler, p. 160).
As a result of intrinsic motivation,
children are excited about learning, and
driven to do their best.

Classroom Layout
The physical arrangement of a classroom
affects the management, guidance, and
learning that take place in that
environment. A classroom needs to
provide easy, safe, and independent
access to activities, spaces, equipment,

and materials for all children. My

classroom will lend itself to organization,
yet encourage exploration, and will allow
the children to feel secure, welcomed,
and not overwhelmed. In my classroom
there is space for whole group
instruction, individual or small group
exploration, an area for the teacher to
work with students, and an area for the
teachers desk. I will create separated
spaces by using bookshelves, storage
bins, or tape on carpet to section off the
classroom, allowing me to define center
areas. Round tables are preferred
because they encourage interaction and
collaboration among students. When all
of the pieces of a classroom come
together, creating a rich learning
environment, there is a productive hum,
indicating that the students are on task
and engaged.
Here is a rough sketch of a possible
classroom arrangement.

Sources
Carlton, M., & Winsler, A. (1998). Fostering
Intrinsic Motivation in Early Childhood
Classrooms. Early Childhood Education
Journal, 25(3).
Charles, C., Senter, G., & Charles, M.
(2014). Building classroom discipline (11th ed.).
New York: Pearson.
Classroom Management (Part 1): Learning the
Components of a Comprehensive Behavior
Management Plan. (n.d.). Retrieved October 22,
2014, from
http://iris.peabody.vanderbilt.edu/module/beh1/
Shiller, V., & O'Flynn, J. (2008). Should rewards
have a place in early childhood programs?Young
Children, 89-89.