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Running head: PHILOSOPHY STATEMENT

Philosophy Statement

James Lacayo

National University

In partial fulfillment for the requirements for TED 626

Dr. Navarro

10/30/2016
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Philosophy Statement

Before a teacher can develop a successful classroom management plan it is necessary to

recognize ones philosophy by reflecting on ones beliefs and goals. The purpose of this statement

is to illustrate my beliefs and goals in developing a successful classroom management plan.

Let's begin with my beliefs.

Beliefs

I believe that the number one obligation of a teacher in a classroom is to ensure an

environment where learning can take place. One of the best ways to make sure that learning can

take place is by establishing an effective classroom management plan, included in this are things

such as rules and procedures. However, I believe that there is no one-size-fits-all classroom

management plan that can ensure that this environment for learning can occur. Instead I believe

that it is important for a teacher to consider the needs of each individual class and student before

tailoring their plan, ". . . different classrooms will have different rules and procedures depending

on the needs and dispositions of the teacher and the students" (Marzano, Marzano, & Pickering,

2003, p. 18). So in order to meet those "needs and dispositions" it is important to look towards

behavior strategies that address the uniqueness of each student and class. I believe that there are

four key strategies that must be kept in mind when developing a classroom management plan and

those include: making students responsible for their actions, building a "social contract" between

teacher and students, building relationships, and the acknowledgement that all students are

different. In order to better understand how these will fit into my classroom management plan

let's look to my goals for the classroom management plan and see how the key strategies, that I

mentioned, fit together.

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Goals

One of my first goals for my classroom management plan is to make sure that each

student is aware that they are responsible for their actions, this in term of grades and behavior.

In relationship to behavior it is my goal to make sure that students know that they make choices

and are responsible for those choices. This is reflected in the Coloroso's Kids are Worth It, when

she refers to the idea that students recognize a problem and come up with a plan to fix it. By

giving students the responsibility of controlling their own behavior it gives them a sense of

control over their class experience and it is more likely that they will maintain the appropriate

behavior. How does a teacher go about creating this self awareness? "A number of general

practices foster student's responsibility for their own behavior and learning these include

classroom meetings, using a language of responsibility, and written self-analysis" (Marzano et

al., 2003, p. 81). Let's look at another goal.

The second goal for my classroom management plan is to create a sense of cooperation,

in regards to my behavioral management plan this takes the form of a "social contract" between

teachers and students. This idea is reflected in Gossen's Restitution: Restructuring School

Discipline Facilitators Guide, in which the teachers have students contribute to rules and

procedures. Students who have a chance to contribute to the discussion of rules and procedures

are likely to follow them because they had a say in them. As mentioned in Classroom

Management that Works: Research-Based Strategies for Every Teacher, ". . . the most effective

classroom managers don't simply impose rules and procedures on students; rather they engage

students in the design of the rules and procedures" (Marzano et al., 2003, p. 26). In my class this

will take the form of a "social contract," where after students have a say in the rules and

procedures they will agree to it and sign it.

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The third goal for my classroom management plan is to develop relationships with the

students. By developing relationships with students it is more likely for students to connect with

the teacher and have a certain respect for what happens in the classroom. It also has a direct

impact in behavior management, because if students have that respect it translates over to how

they behave. This is reflected in Curwin and Mendler's, Discipline with Dignity: New

Challenges, New Solutions, in which it is said that obstacles can be overcome by keeping

students dignity intact. By forming relationships with students it is likely that students know you

have an interest in how they behave and perform in and out of the classroom. This idea is

furthered by the statement, "therefore, virtually anything that you do to show interest in students

as individuals has a positive impact on their learning" (Marzano et al., 2003, p. 53). I would

develop these relationships by interacting with students before, during and after classes to find

out what they are interested in, what their ambitions are, and etc.

The last goal for my classroom management plan is to know that all students are different

and to use that knowledge to specially craft a classroom management plan. Each student is

different and it is important to know that in order to address their individual needs. Kagan and

Scott mention this in their Win-Win Discipline theory, in which they describe the idea that certain

behaviors are due to certain student positions. If those positions are known it is more likely that

student's behavior can be improved. "You may need to make a special effort to build positive

relationships with high need students, but using the proper techniques in working with these

students can enhance the chance of successful classroom management" (Marzano et al., 2003, p.

64). By observing how students are acting in various situations I will have a better idea on why

they are acting that way. I could then take steps to address it such as talking one on one with that

student.
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Conclusion

Since it is true that in order to create a successful learning environment it is necessary to

create a successful classroom management plan, it is a good idea to look at what goes into that.

In this case I believe that in order to create a successful classroom management plan it is

important to look inwards toward your beliefs and goals for doing so. In my case my belief is

that the number one goal of a teacher is to provide a place where learning can occur and to make

this happen I need to create a successful classroom management plan. In order to do this I have

to recognize the goals for that plan. My goals include: helping students realize that they are

responsible for their actions and consequences, that there is a "social contract" between teachers

and students, to build relationships with each student, and to acknowledge the differences in

students. Hopefully by keeping these goals and beliefs close at heart when developing a

classroom management plan the chances of success are optimized.

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References

Canter, L., & Canter, M. (2002). Assertive discipline (3rd Ed.). Seal Beach, CA: Lee Canter and

Associates.

Coloroso, B. (2002). Kids are worth it. New York: HarperCollins.

Curwin, R., Mendler, A., & Mendler, B. (2008). Discipline with dignity: New challenges, new

solutions. Alexandria, VA: ASCD.

Gossen, D. C. (1998). Restitution: Restructuring school discipline facilitators guide.

Bloomington, IN: Solution Tree Press.

Jones, F. (2007). Tools for teaching (2nd Ed.). Santa Cruz, CA: Fred H. Jones and Associates,

Inc.

Kagan, S., Kyle, P., & Scott, S. (2004). Win-win discipline. San Clemente, CA: Kagan

Publishing.

Marzano, R. J., Marzano, J. S., & Pickering, D. J. (2003). Classroom management that works:

Research-based strategies for every teacher. Alexandria, VA: ASCD.

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Appendix

Discipline Models - Graphic Organizer

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Approaches to Classroom Discipline and Management

Compare and Contrast Chart

Discipline Overall Goal or Beliefs about Teacher’s Role

Model Purpose Behavior in the Classroom
Example: To get students to Teachers have a right To take charge and be
Canter and Canter’s “choose” to conduct to teach and students assertive (not
Assertive Discipline themselves properly. have a right to learn aggressive, hostile or
without being permissive); clearly
interrupted by confidently and
misbehavior. consistently express
and model class
expectations.
Example: Classrooms
with Color-Card Flip
Chart.
Coloroso To get students to Discipline shows To allow students to
recognize problems students what they did experience
and establish a plan to wrong, ownership of democracy, this in
fix them. problem, ways to terms of making
solve it and leaves choices and being
Problem/Plan students dignity responsible.
intact.
To be flexible

Kagan & Scott Win-win That there are Teachers need to

collaborative understand positions
Meet the needs of the solutions and leaned in order to tailor
students. responsibility can help behavior
students with behavior management.
Teachers and students issues.
are on the same side. Establish rapport
That there are seven Meet with students
positions that students Comfort
can find themselves in Express appreciation
and these can
illustrate why a child
is disengaged.
Jones Knowing how we Misbehavior is due to Provide stimulating
learn is a way to the fact that students lessons.
address behavior might not be engaged
problems. in the lesson. Provide visual maps
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and plans.

Curwin & Mendler Discipline with Obstacles can be Always treat students
dignity can prevent overcome. with dignity.
and deescalate
aggressive behavior. Make responsibility
more important than
obedience.

Model and teach

behavior.

Build relationships
through warmth and
clearly defined limits.

Let students help

develop rules and
procedures.
Gossen Restitution - the idea People behave for Establish a social
that students have to themselves. contract and belief
repair their mistakes. statement.
If why people
misbehave is known it
is easier to correct.

All behavior is
purposeful.