Classroom Management Philosophy

OVERVIEW OF CLASS

This management plan has been developed for use in a Stage 4 Mathematics class of year 8 students. There is a total of 28 students in the class. One student requires special education support, two require support due to specific learning difficulty, eight require ESL support and three have significant behaviour concerns. Special considerations have been documented within this plan to aid the management of the students with behavioural concerns within the classroom.

TEACHING PHILOSOPHY

My personal philosophy is that classroom management is a key component of any educational setting. I believe that for learning to take place, students must feel safe within the learning environment. What goes on in the classroom is my responsibility, and, by working with the students we can create an ideal

environment for education.

The classroom management practices I employ are largely based on Cognitive Behavioural Theory (CBT) which is the theory most interrelated and relevant to my own principles. CBT draws from both behavioural and psychoeducational theories (De Noble, Lyons & Arthur-Kelly, 2017). This is the best approach to classroom management for me as behaviourisms explanation for behaviour does not account for thought processes and environmental factors, which I believe can also motivate actions. CBT focusses on changing the individual student’s worldview, how they think and feel about their experiences, in order to change their behaviour (De Noble et al, 2017). I believe it is not only my responsibility to teach the curriculum but also help foster constructive thinking habits to help students gain control over their thoughts and behaviours. The learning environment for these students will be facilitative where students will be guided and encouraged to learn and manage themselves as per the New South Wales Quality Teaching Model. This model

was developed by the New South Wales Department of Education and Training (NSWDET), and focusses on the importance of providing a quality learning environment for students. Per the NSWDET (2003, pg. 25) it is vital to deliver pedagogical practices that enrich the classroom environment. This enables students and teachers to work effectively, with an emphasis on meaningful learning tasks. It also states that a positive learning environment will help foster positive relationships between students and teachers.
Another important aspect of my classroom will be inclusion and cohesion. This is particularly important in this classroom because of the cultural, behavioural, educational and intellectual diversity among students in this class. My aim is to create a classroom culture in which all students feel equal and show mutual respect to both their peers and myself. It will be my goal and daily responsibility to develop relevant and challenging lesson plans that will help foster critical thinkers and problem solvers, so that when real world problems arise, the students are equipped with the abilities to find a solution. This classroom will be a happy and engaging environment where students come to learn, participate and have enjoy themselves. Arthur-Kelly, Lyons, Butterfield & Gordon (2007) highlight that through the delivery of a positive learning environment, students are more likely to engage in learning activities, and appropriate student behaviour is more effectively maintained.