Personal Philosophy for Classroom Management

The assignment is based on developing a personal philosophy and model for classroom management, incorporating theoretical perspectives and practical experiences. Students are required to reflect on their understanding of education goals, emotional and social learning, and teacher improvement. The goal is to create a comprehensive approach that can be refined as teaching experience grows.

Developing your personal philosophy of classroom
management
This resource consists of a series of linked activities chapter-by-chapter to the De Nobile et
al 2017 course text Positive learning environments: Creating and maintaining productive
classrooms. These activities enable you to progressively work on and develop your own
philosophy, plan and style of classroom management.
A classroom philosophy, simply put, is a statement of what you believe about how to best
manage a class and how you will go about achieving that vision. This resource will help you
build it bit by bit. Complete the activities linked to each chapter of the text and by the end
of chapter 10 you should be able to bring your work together to form your classroom
philosophy.
FINAL PERSONAL PHILOSOPHY FOR ASSESSMENT 2

(Week 1) Pedagogics to maintain Positive Learning Environments: A problem
based approach
Reflection of the week’s Lecture, tutorials and readings.
The following activities are designed to get you thinking about your own model of teaching
and classroom management.
1.1 Define a good teacher
What is a ‘good teacher’? Think about the teachers from your days in primary and
secondary schooling. What qualities did they have that made them ‘good’? Make a list
in the box below.
A quality teacher are accessible, warm, caring and enthusiastic able to create effective
relationship with parents, students, professional entities and knowledge in their
specialised subject context. In my days, primary teacher often teaches to elementary
grades and are less educated in comparison to secondary schooling teacher. My favourite
teacher William Rose has following characteristics:
 Congeniality and friendliness
 Great education and deep education.
 Good listener and communicator
 Polite and kind
1.2 Using the what you have learnt about ill structured vs structured problems in relation to
classroom behavior, what do you think are the key considerations when a teacher is
planning their strategy for classroom management? list them below.
The Ill-structured issues refer to less informative and necessary issues require in-depth
analysis, whereas, preventions of behaviour issues and conflicts are expected (Manning
and Bucher, 2013). Here are underlined some key consideration for solving it:
 Opting effective pedagogy.
 Understanding of student behaviour to reduce the issues.
 Participation of students in activities.
 Flexible pedagogy
 Setting suitable behaviour as inspiration.
 Identify issues and prepare intervention.
1.3 With your responses to the last two activities as a source of ideas, completA61223e the
sentence in the box below.
Usually, I believe to maintain that focuses on applying a standard pedagogy which lead to
learnings that encourage and support students participation. Good students behaviour
and achievement are awarded and interventions are prepared for reducing issue (Olsen,
2016). Students should be provide healthy and secure classroom environment.

(Week 2) Review of classroom management theories
This week you have been introduced to some theories of behaviour/classroom
management. Your readings (Ch 8 & 9 of the text and De Jong in tutorials) introduced you to
different views on why young people misbehave and particularly what to do about it. Some
of these might have caused you to react in some way, either negatively or positively. Of the
ones you developed a positive feeling about, was there a particular theory that stood out?
Was there a theory or approach that you felt might fit your view of how children should be
treated and how teaching happens? Think about this before responding to the activities.
2.1 In the box below, list the theories that you think are ‘not for you’ under the heading
‘Not me’, and the theories that you think are more favourable under the heading ‘More
like me’.
Not me More like me
 Behavioural Theories  Humanist Theory
 Cognitive Theories
2.2 Now take a closer look at the theories you placed in the ‘More like me’ column. Read
the suggested readings provided in this chapter and the online companion. Get to know
the theories more intimately. Use this new knowledge, specifically the key philosophies
behind the theories (or theory), to develop your own statement of belief about the sort
of places classrooms should be. Complete the following sentence and perhaps add
another to accompany it.
I wish to get knowledge from classrooms where students cannot dominated & obligatory
for learning but provide better environment to learn and develop.

(Week 3) Relationships, communication & professional reflexivity
Effective communication is a key component of effective classroom management, and
quality teaching depends on it. The lecture, tutorial readings as well as Ch 2 & 3 of the
textbook describe some very useful skills for dealing with inappropriate student behaviour
in a non-confrontational and positive way. Being aware of non-verbal cues will lead a
teacher to be more sensitive to how their messages are being received as well as how to
send messages and provide feedback more effectively. Active listening allows teachers and
students to interact with minimal interference from underlying emotional factors. I-
messages provide the teacher with a tool to convey to students how their behaviour is
affecting the class in a non-submissive, informative and positive manner.
Teaching philosophies often describe the way a teacher will interact with their students and
this, in turn, provides a window into the classroom climate that a teacher is trying to
establish. The following activities should help you to identify your preferred way of
communicating with the class generally as well as in dealing with inappropriate behaviour.
After completing them you should have a better idea of how your classroom philosophy will
describe your communication style in the classroom.
3.1 Using your readings of the chapters, in particular the Relationships and communication,
Interference, Communication process and Non-verbal communication sections,
complete the sentence in the box below. You might need to add a second or even a
third sentence.
I accept that strong interaction between instructor and their followers is necessary in
order to create a optimistic climate in classrooms because this establishes better
relationship, reduce behavioural issues and promote healthy environment forming good
understanding among each other.
This week you also looked at how personal beliefs can help or hinder in your relationships
and communication with students.
3.2 Briefly outline your understanding of how beliefs can help or hinder your ability to
create positive learning environments:
Personal values and beliefs of teachers highly impact on the way of generating positive
learning surroundings by affecting individual learnings and beliefs along with their direct
influence over strategy and teaching philosophy.
Your teaching philosophy should describe how and for what purpose you might engage in a
cycle of professional reflexivity, be it through critical analysis using various perspectives or
an action research model, or both.

3.3 Why should teachers engage in professional reflexivity?. Once you have given this some
thought and done some further reading, complete the following sentence.
I think vocation reflexiveness is significant for my teaching career cause it promote ethical
& responsible penetrate understanding about humans more analytically rather the
intellect. This assist one in mending according to change (Korn, 2012).
3.4 Having thought up a justification for it, how will you go about engaging in reflection
about your practice in your teaching career? Once you have thought this out, think of
some practical and achievable ways you can engage in professional reflexivity and
complete the next sentence.
According to the outcomes of these beliefs I shall determine the practices and prepare a
plan to make it work. Here are demonstrated some of the activities:
 Adopting notes taking
 Making and reviewing journals
 Communicating seniors and tutors

(Week 4) Classroom organisation and curriculum, assessment and pedagogy
Classroom management is not just about managing behaviour. At the heart of teaching and
learning are the curriculum taught, the pedagogy used and the assessment designed to
measure how well that curriculum was taught and how well the pedagogy worked. This
chapter takes you through these three areas one at a time.
The next part of your teaching philosophy will be about how you will deliver curriculum and
assess student achievement/growth. After reading this chapter, please reflect on the
following:
 What will you take into consideration when planning your teaching program?
 How will you know what to teach and where to start?
 What are the many ways in which your students could demonstrate achievement other
than tests and quizzes?
 What teaching approaches will you use and what philosophical views will your
pedagogies reflect?
4.1 Using the PIR Cycle (see Ch 5 p118) as a stimulus, explain how you will go about
planning your teaching program in the box below.
Through opting the PIR cycle, I can manage to prepare the learnings and related subject
topics, make in-depth analysis, interesting. This will support independent individual
learning, leading and promote responsive performance. This identify the pedagogy
drawbacks to reduce and recover them.
4.2 Pedagogy refers to how you will teach the curriculum. Usually, the type of pedagogy
you implement is influenced by a basic belief about how students best learn. After
considering your pedagogical approach and strategies, complete the sentences below.
I believe that students best learn through opting interest subject accordingly. Hence, I will
stimulate them for their learning.
As explained in Chs 3 & 4, there are several dimensions to classroom organisation. Each of
these put together become the manifestation of your classroom culture. Your classroom
culture is, simply put, the way your class operates and incorporates:
 rules and procedures
 organisation of the physical space.
It is now time to think about how your teaching philosophy will describe these two aspects
and explain them in terms of an overarching set of beliefs or approaches. After reading
these chapters, complete the next two activities.

4.3 What values do you hold as important to establishing an orderly, productive and
positive classroom? Answer this question below, then list the key rules/expectations
you think flow naturally from those values and which you want to stress in your class.
Complete the section by explaining how rules and consequences will be established in
your classroom.
In context to manage more disciplined & structured classrooms, flexible structure and
process of teaching and encouragement of person-oriented teaching and friendly
behaviour can assist. I support engagement of student's opinion and promote their
creative ideas.

(Week 5 ) Principles of behaviour modification
This week we looked at fundamental aspects of behaviourism and learning (see Ch 6 & 7 of
your text) But also Ziporli from your references in the Learning Guide and Killu your tutorial
reading which provide examples of the application of such theory and research to classroom
management and behaviour change. Important concepts such as reinforcement, functional
purpose of behaviour and behaviour shaping are discussed
5.1 After reading Ziporli and Killu and reflecting on the lecture content what would you add
about aspects of your classroom management that have not been mentioned so far in
your philosophy? Add these in the box below in rough draft form. You can refine them
later.
After studying Killu, this can affirm that numerous many approaches and strategies and
policies should structure as part of my belief of teaching (Horsfall, Cleary and Hunt, 2012).
For e.g., positive behaviour support, assertive discipline and timely behaviour
intervention which can be monitored to improve student attitude and behaviour.

(Week 6) Applying behaviour modification in schools PBIS
Positive Behaviour Intervention and Support also known as Positive Behaviour Support (see
Text Ch 6 p168) has become an accepted and often implemented part of schooling in NSW.
A key aspect of PBIS is to teach students behavioural expectations.
6.1 Previously (see week 4) you reflected on what your classroom could be like. In the
section below pick 1 expectation (e.g., respect self and others) and list how you will
teach what this expectation looks like, is exemplified by and demonstrated in your
classroom. Give as many examples as you can.
I state that creativity and diversity ascertain through delivering students an environment
where one can promote innovations. For e.g., rendering them more real-life issues to
promote piece-of-arts.

(Week 7) Social Emotional Learning in Schools SEL
Readings: Cohen, J. (2006) & Zins, et al (2007).
Social and Emotional Learning brings your attention to focus efforts on promoting students’
social and emotional competencies. Many leaders in the field underscore the importance of
skills-based teaching and learning to properly address this important facet of teaching the
whole child.
7.1 After reading Cohen and Zin and reflecting on the lecture content what would you add
about aspects of your classroom management that have not been mentioned so far in
your philosophy? Add these in the box below in rough draft form. You can refine them
later.
I assisted with Cohen as students should provide social and emotional support in academic
learning to improve environmental learning and their behaviour.

(Weeks 8 & 9) Drafting your personal reflection/philosophy
In the space below cut and paste each of the sections you have completed above and create
a (very) draft version of your personal philosophy
My statements and believes are associated with the techniques and theories of
classrooms management that can assist in being a better teacher. It can be state that each
individual have their own learning methods and teaching styles that helps them in
managing classrooms aspects making ascertain whether students get possible learning
experience or not (Hand and Levinson, 2012). According to me, a teacher can be termed
as the individual who is expertise in certain skills, abilities and analytical knowledge
associated with their specialised subjects of teaching. An influencing teacher consist of
numerous qualities including better listening and communication skills, enthusiasm and
empathy to teach. Report identify numerous practices such as how the management of ill-
structure and well-structured classrooms behaviour can assist the learning and
administration of classrooms.
It is significant for a teacher to optimise appropriate and more suitable pedagogy methods
or approaches which are more effective according to then circumstances. This ascertain
the flexibility of environment, methods of teaching and ensure the interventions of
numerous behavioural issues which can help in attaining objectives. Moreover, through
managing proper communication, parents, teacher and organization itself can manage
proper flow in their functioning in significant manner (Personal Philosophy for Classroom
Management, 2013). Therefore, teaching and learning should be encouraged in relation of
implications to information and knowledge useful according to the environments. Hence,
this is required to frame transport, flexible and pedagogy essential for the system
formation.
While looking over numerous theories and used models, I understood that humanist
theory is more effective and influencing philosophical theory i.e. is not only effective for
healthy students environment formation but also assisting while evaluating behaviour of
students of individual (Duchesne and McMaugh, 2015). These theories can direct one
toward numerous developments and learning of individual or students that I adopted
while working in the teaching segment.
I understand the classroom which should be learning places as well as students enjoyment
beside of creating more rigid and strict teaching environment. I believe that this is
significant to manage organised and more disciplined environment to learn and grow
basic requirement of students that can help in controlling numerous practices efficiently.
As discussed before, the teacher role is to support the learning procedure beside of
importing over numerous elements. I prefer to create better and effective
communications among people to teachers and students which is significant for building
positive environment of class ascertaining in-depth knowledge about behaviour, traits and
demands of each others to the students, teachers and other stakeholders.
Beside of these professional aspects, I have reached some personal level of learning,
gained some experiences and manage to evolve in the present living practices accordingly.
This provided me about the idea and management of setting individual objectives and
targets associated with my career and future outcome that I aim to achieve. Through the
help of this, I can constantly evaluate my one strengths and my working strategies along
with the attainment of goals achievement level (Dana and Yendol-Hoppey, 2014). I

maintained a proper journals to schedule and outline my activities associated with my
work and teaching practice. Also, the individuals and colleagues exists that can support
me by delivering better review of accumulated and used activities of mine. Distinct
procedure and methods can be adopted to manage and pace one's learnings such as PIR
Cycle which I have outlines in regard of undertaking numerous learning and managing
process of learning. This can help in reducing the drawbacks from my learning along with
manage the growth significantly.
I personally experienced the ways of students consideration, understanding and their
learning techniques that can modify my learnings and experiences in ideal manner. I got to
know that through promoting the area of student interesting and supporting their
interest, a teacher can earn the respect, manage dignity, encourage development and
managing their growth efficiently (Collins, Evans-Jones and O’Connor, 2013).
The whole learnings reflects my personal learning and development as teacher as I have
evolved my capabilities, qualifications and experiences my acting and organising
numerous activities for my students. I am also stimulated from my teacher as well as they
were my ideal. My journey to be the a teacher started from a students so this has assisted
my wide range of demands, requirements and better understanding of a students leading
me to development as a good and influencing teacher. Though this has helped me a lot
while teaching to the students at academic level, there are still numerous elements and
components which are required to learn for me to become a better teacher. As my
favourite teacher was a good communicator and good listener, I need to improve my
listening skills to consider issues and major hurdles in the communication and relationship
among me and my students. This is also fundamental for me to be more and more
creative and adopt more innovative techniques or theories in regard of evolve rapidly in
my sector.
It is needed for me to make use of numerous methods and sources to reach the specific
outcome determine to reach my objectives and targets efficiently. Hence, this can be
claimed that adoption and optimisation of efficient methods can assist in managing these
requirements which can help me in being a better tutor (Arvaja, 2012). It is significant for
me use in-depth studies and evaluation of numerous data and statics to improve and
emphasise my creativity as more data shapes more innovative thoughts. On the other
hand, to develop onw skills and capabilities, this is fundamental for me to undertake
numerous practices and activities accordingly. Henceforth, this can affirm that education
goals should be delivered to students that can help them in emotional and social learning
as well as help teacher in improving their basic knowledge.
Ready to roll …
Now, read it to yourself, and start editing to a maximum of 1000 words, it’s time to prepare
your final submission. Look at the Unit Learning Guide rubric and instructions and now write
your own personal reflection and philosophy You have to reflect on what you have learnt
and what you are still to learn. This reflection is an opportunity to provide your own
behaviour management philosophy/model.
Your personal model can be based on your personal experience and any of the theories and
research explored in PPLE or other Units which form part of your course. You need to
appropriately identify and credit these theories which influenced your thinking in relation to
the development of your personal approach within your text. You must provide at the end

(not counted to word limit) an ‘acknowledgement’ section where you may list the
theories/policies/ people that may have influence your model to date.
Into the future!
However, please be aware that your philosophy may well change as you gain experience in
teaching and are exposed to other ideas from your ongoing professional development, your
interactions with peers and other sources of inspiration. It will be an interesting task for you
to go back to this philosophy you have just completed in 10 years’ time and compare it to
the one you have then. Will it have changed much? How have your approaches evolved?
What kind of teacher have you become?

REFERENCES
Books and Journals
Arvaja, M., 2012. Personal and shared experiences as resources for meaning making in a
philosophy of science course. International Journal of Computer-Supported
Collaborative Learning. 7(1). pp.85-108.
Collins, R., Evans-Jones, K. and O’Connor, H.L., 2013. Reflections on three neophyte sport
and exercise psychologists’ developing philosophies for practice. The Sport
Psychologist. 27(4). pp.399-409.
Dana, N. F. and Yendol-Hoppey, D., 2014. The reflective educator's guide to classroom
research: Learning to teach and teaching to learn through practitioner inquiry.
Corwin Press.
Duchesne, S. and McMaugh, A., 2015. Educational psychology for learning and teaching.
Cengage AU.
Hand, M. and Levinson, R., 2012. Discussing controversial issues in the classroom.
Educational Philosophy and Theory. 44(6). pp.614-629.
Horsfall, J., Cleary, M. and Hunt, G. E., 2012. Developing a pedagogy for nursing teaching–
learning. Nurse Education Today. 32(8). pp.930-933.
Korn, J. H., 2012. Writing and developing your philosophy of teaching. Effective college and
university teaching: Strategies and tactics for the new professoriate. pp.71-79.
Manning, M. L. and Bucher, K. T., 2013. Classroom management: Models, applications, and
cases. Pearson.
Olsen, B., 2016. Teaching for success: Developing your teacher identity in today's classroom.
Routledge.
Stokes, P., 2012. Philosophy has consequences!: Developing metacognition and active
learning in the ethics classroom. Teaching philosophy. 35(2). pp.143-169.
Online
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