Classroom Management Philosophy

4170 Words17 Pages
Classroom management defines the learning environment. A classroom management plan sets the tone for teachers, students, the physical environment, parents and the all of these relationships connecting these basics. For pre-school settings, the most vital piece of classroom management is the arrangement of the physical environment. “The difference between chaos and an orderly atmosphere that facilitates learning depends in great part on how the teacher prepares the environment” (Crosser, 1992, p.23). Because a child-centered curriculum depends a lot on a child’s interaction with the classroom and its materials, taking careful thought of all learning centers, furniture and learning materials, creates the basis for a successful classroom. Once the physical environment has been arranged, the teacher can begin to consider the philosophies, personalities, and procedures that will determine the rest. Eggen and Kauchak describe the typical classroom with the following phrases: “multidimensional and simultaneous,” “immediate,” “unpredictable,” and “public” (Eggen & Kauchak, 2007). These descriptions seem pretty good at capturing the lack of control a teacher has over the school day. To counteract the chaos that can erupt in a classroom, I find it more helpful to form a loose foundation that structures the potential ideal environment than to enforce a strict code of conduct that dictates the actions of personalities. A high level of rigidity can disturb the emotions of young children leading to more conflict than learning. By envisioning classroom management as a foundation rather than a plan, expectations rarely disappoint and the behavior of young children can inspire insight rather than conflict. In his description of Discipline without Stress, Punishments, or Rewards, the author relates the need for positivity, choice, and reflection within the classroom
Open Document