Louie Pereira

CI 4343/4370
Mr. Moede

Classroom Management Philosophy

There are several means to assess the success of a teachers ability
of retaining engagement in the classroom as well as the success of their
students, but it is in my opinion that one of these key factors is their
approach to classroom management. When management problems arise, the
teacher uses a repertoire of strategies to maintain the dignity of the student
while ensuring control of the classroom (Curwin/Mendler). It encompasses
activities and strategies used to guide student behavior in the classroom so
that teaching and learning can occur. Teaching, in my opinion, is very
complex, and as I go through some essential features, you will see that there
are many aspects, both preventative and interactive, bound in classroom
management.
I believe classroom management starts well before any of your
students walk in through your door, with setting expectations for behavior,
consequences, and routines and procedures. This method of planning is
ahead is a very proactive approach. Devising a discipline plan and hierarchy
will communicate to the students how they are expected to behave in the
classroom. I believe it also aids in the process of classroom management if
the students are allowed some input in the matter. Allowing them to
contribute to creating the expectations and disciplinary procedures makes
them cognizant of the consequences they choose when deciding to behave a
certain way, which entails the responsibility on them. For this to be
successful, teaching acceptable behaviors through modeling, explanation,

Louie Pereira
CI 4343/4370
Mr. Moede

and practice is needed to assess understanding. This, I believe, is an

important concept related to classroom management, since students have
the need and right for a supportive classroom environment in which to learn,
as do teachers have the right to teach in a professional manner without
disruption (Canter).
I also believe that a healthy student-teacher relationship is necessary
to create a positive classroom environment. Teachers, in my opinion, have a
great effect on students, so striking a balance between structure and caring
can assist in moving toward trust as an element of discipline. The Canters
point out that if you want students to choose appropriate behavior and
cooperate with you, they need to know that you are concerned about them
personally (Canter). What is important for good discipline is the foundation of
mutual trust and respect, rather than a list a rules and consequences linked
to those rules. For this to happen, we must model the trust and respect we
wish to see in our students, and to treat them with dignity. It is important to
listen to your students thoughts and feelings, to implement humor in the
classroom, and to let the students know what you need. It is important, in my
opinion, that we as teachers are responsible for ourselves, and that we allow
our students to be responsible for them: in regards to discipline,
responsibility is more important than obedience (Nelson/Lott/Glenn). Overall,
discipline is an important part of teaching, but treating students with dignity
will allow the discipline to not interfere with the motivation to learn
(Curwin/Mendler).

Louie Pereira
CI 4343/4370
Mr. Moede

Another important aspect of classroom management, in my opinion, is

the ability to assess a situation properly and sanction the necessary course
of action. The first step is to identify the three types of misbehavior
Mistakes, Mischief, and Mayhem. Mistakes are simply errors in behavior,
mischief is intentional misbehavior, and mayhem is behavior harmful to
people or property. Once an assessment has been made, it is up to the
teacher to apply the three Rs of reconciliatory justice Restitution
(repairing/fixing), Resolution (identifying and correcting), and Reconciliation
(reestablishing relationships) (Coloroso). This method of discipline provides
the opportunity for students to see the error of their way and hand them the
responsibility to make their own decisions when choosing how to solve the
problem (Marshall). In order to develop inner discipline, children must learn
how to think, not just what to think (Coloroso). When students are able to
reflect on their incorrect behavior, they immediately see how they can
appropriately behave.
As teachers, are job is not bound to just the curriculum, but in my
opinion, reaches beyond that. We are creating students independent of us,
and molding their behaviors to those that are socially-acceptable and
appropriate. I believe the key to this is vested in classroom management.
Good classroom management has equally supporting relationships with the
effective teaching of material, the development of healthy student-teacher
relationships, good communication, and a positive classroom environment.

Louie Pereira
CI 4343/4370
Mr. Moede

Works Citied

Albert, L. 1996. Cooperative discipline. Circle Pines, MN: American

Guidance Service.

Canter, L, and Canter, M. 1976. Assertive Discipline: A take-charge

approach for todays
educator. Seal Beach, CA: Lee Canter & Associates. The second and
third editions of the book, published in 1992 and 2001, are entitled
Assertive Discipline: Positive behavior management for todays
classroom.

Coloroso, B. 1994. Kids are worth it!: Giving your child the gift of inner
discipline. New
York: Avon Books. Revised edition, 2002, New York: HarperCollins.

Louie Pereira
CI 4343/4370
Mr. Moede

Marshall, M. 2001. Discipline without stress, punishments, or rewards:

How teachers and
parents promote responsibility & learning. Los Alamitos, CA:
Piper Press.

Nelsen, J., Lott, L., and Glenn, H. 1993. Positive discipline in the
classroom. Rocklin, CA:
Prima. Revised editions 1997, 2000.