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Teaching Philosophy And Classroom Behaviour Management Plan

TEACHING PHILOSOPHY AND CLASSROOM BEHAVIOUR MANAGEMENT PLAN

Griffith University

Personal Philosophy of Teaching and Learning
A classroom is a very dynamic and spontaneous place. Every classroom is comprised of a diverse combination of individuals who all contribute to the unpredictable nature and uniqueness of the class. The reality that no two students are alike and no two classes are ever alike, contributes greatly to the difficulty of establishing a realistic and effective classroom management plan. It is important that teachers realize that a classroom is an unpredictable place and that it is much more reasonable to strive to manage their classroom as opposed to trying to control it. I see my role as a managing teacher as guiding my students through their learning as they explore and discover what works best for them, instead of dictating how they will do things. It is also important that teachers are aware of the great number of theories that exist in regards to classroom and more specifically, behaviour management. I believe that it is detrimental for a teacher to adopt one philosophy without ever considering the numerous other possibilities. In my opinion all of the theorists have a number of positive ideas that can be introduced into the classroom in order to create an optimal learning environment. In developing my philosophy on teaching and learning I have incorporated the philosophies of Jones, Rogers and Gootman.
Fredrick Jones developed the Classroom Management Training Program which includes three clusters: body language, incentive systems and providing efficient help. I am not in favor of using tangible rewards for the whole class. A number of children on behavior modification programs use some type of tick or sticker system in which there is an arrangement between teacher, parent and student. I do believe that children need to be encouraged and rewarded, but praise, gestures or free time are...

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