Job Interview: First of all I think that the students need to know that they are respected and valued as an individual. Their special needs/feelings need to be catered for and the way that I treat the class as a whole and students individually will reflect my attitude toward them. Furthermore, I will endeavour to make my classes interesting and relevant to the students. If what they are learning makes sense and is important to them they will feel more in control and gain a thirst for knowledge. I strongly believe that by doing this many discipline problems will be prevented - and prevention is better than a cure. A positive, encouraging and supportive environment is important. My aim is to be a mentor to the kids, someone who they look to for advice, comfort etc. - forming good relationships with them. I believe that teachers should focus on the positive behaviours and try to mould the negative ones through positive means. By giving the kids responsibilities and respect that they may not usually get, many kids will respond well. I do not believe that making a major issue out of something like 'bags on desks' is worth it, unless it actually prevents kids from learning. So generally I feel that a relaxed approach to discipline is best, it allows the kids to be themselves where appropriate. My philiosphy is that people will live up to your expectations: so treat them like responsible adults and they will act like responsible adults. I belive strongly in "Own your own behaviour" statements, when asking a kid to do something - they feel more in control. I am also fully supportive of and will make use of the school's discipline and code of behaviour policy, when necessary.
Pierre Bousquet | (129.78.64.5) | Sunday, 16 June 2002 6:11:43 PM
I do agree with Mat as a relaxed atmosphere and positive behavior can help prevent difficult moments in the classroom. However I believe that the issue on class managment is more complex than we (teachers to be) think it to be. For one thing the discussion always revolve around what WE WANT the students to do, learn, behave...Talking about attention or power seekers we could stop, reflect, and look at ourselves for a minute or two. Kids don't choose to come to the classroom, they don't choose us as teachers nor do they have a great deal of choice when it comes to curriculum (can one choose 2 units skateboarding...?) We have ourselves successfully gone through the educational institution and forget that the views and behaviors we now have and defend have been learned and moulded with relative amounts of efforts and difficulties. Schools might be "factories that produce citizens according to established standards" but the teacher is no foreman nor "quality control" manager. Some kids find it easier to conform to the rules at school for X amount of reasons. But why do we decide to reward those that conform? What is it exactly that we as teachers want to achieve? Do we want kids to go through the curriculum, do we want them to be well behaved, do we want them to be like us, or do we want them to be themselves and survive the pressures and difficulties associated with living in this particular social group? All I am trying to say here is that teaching is a complex activity. It could be compared to an equation with infinite parameters and variables. Too daunting a thought? May be. But a quick answer or an "easy set of recepies" is only a boye to hold on to when seas get rough. In the way in which we shall deal with kids and despite all the difficulties of the job (as examplified in mrs Milano) the kids are the ones that have a lot to loose. Not us. Bad relationships can affect them to the point of determining their relationship with life and the consequences that will produce. I am not suggesting here that the teacher can make or break a life here but still our responsability is sizeable.(much greater than the pay....) The second point I would like to discuss here is to do with the fact that kids behaviours are not just a response to a school situation. Kids come to school with their motor-cognitive and affective background. The ones that usually "misbehave" are often those with problems at home. If there are recipies for teaching there are none for parenthood neither. Many parents with or without knowing it promote and encourage behaviours that will make it difficult in the classroom. Others will come from broken families and are surrounded by strong forms of emotional violence. There are too many situations of too many different kinds to list here but one thing is that we must remind ourselves that kids have a life outside the school and that they don't choose it neither! With such issues in mind we have to try and do our job and find the ways to help students find behaviours that help them in their learning at school and in life.
Pierre Bousquet | (129.78.64.5) | Sunday, 16 June 2002 6:13:48 PM
I do agree with Mat as a relaxed atmosphere and positive behavior can help prevent difficult moments in the classroom. However I believe that the issue on class managment is more complex than we (teachers to be) think it to be. For one thing the discussion always revolve around what WE WANT the students to do, learn, behave...Talking about attention or power seekers we could stop, reflect, and look at ourselves for a minute or two. Kids don't choose to come to the classroom, they don't choose us as teachers nor do they have a great deal of choice when it comes to curriculum (can one choose 2 units skateboarding...?) We have ourselves successfully gone through the educational institution and forget that the views and behaviors we now have and defend have been learned and moulded with relative amounts of efforts and difficulties. Schools might be "factories that produce citizens according to established standards" but the teacher is no foreman nor "quality control" manager. Some kids find it easier to conform to the rules at school for X amount of reasons. But why do we decide to reward those that conform? What is it exactly that we as teachers want to achieve? Do we want kids to go through the curriculum, do we want them to be well behaved, do we want them to be like us, or do we want them to be themselves and survive the pressures and difficulties associated with living in this particular social group? All I am trying to say here is that teaching is a complex activity. It could be compared to an equation with infinite parameters and variables. Too daunting a thought? May be. But a quick answer or an "easy set of recepies" is only a boye to hold on to when seas get rough. In the way in which we shall deal with kids and despite all the difficulties of the job (as examplified in mrs Milano) the kids are the ones that have a lot to loose. Not us. Bad relationships can affect them to the point of determining their relationship with life and the consequences that will produce. I am not suggesting here that the teacher can make or break a life here but still our responsability is sizeable.(much greater than the pay....) The second point I would like to discuss here is to do with the fact that kids behaviours are not just a response to a school situation. Kids come to school with their motor-cognitive and affective background. The ones that usually "misbehave" are often those with problems at home. If there are recipies for teaching there are none for parenthood neither. Many parents with or without knowing it promote and encourage behaviours that will make it difficult in the classroom. Others will come from broken families and are surrounded by strong forms of emotional violence. There are too many situations of too many different kinds to list here but one thing is that we must remind ourselves that kids have a life outside the school and that they don't choose it neither! With such issues in mind we have to try and do our job and find the ways to help students find behaviours that help them in their learning at school and in life.
Gemma Roberts | (203.191.196.5) | Monday, 17 June 2002 12:16:14 PM
It is my philosophy that Classroom Relations Management(CRM) is the most important aspect to teaching. I think that, as a teacher, if you do not have the k'ledge of CRM and the strategies necessary to maintain a sense of order in your class it really won't matter how much k'ledge you have to convey, you won't be able to if the class is full of disruptive students. I think there is a few fundamental characteristics of a teacher that will necessitate good CRM. The teacher must firstly respect the students and their opinions. If a student feels that they are valued for what they have to offer to the class it will foster a more participatory envirnoment and they will more freely express their ideas with you and their peers. I also believe nurturing, inspiring and listening to your students encourages a good rapport between you and them. Another point which I think is extremely important is to 'put yourself in their shoes'. Try and see situations from their perspective, remember what it was like to be that age, how you felt, how you acted and what was going on in your life then. We must be mindful and remember that after all, they are only children so we can't expect them cognitivly to exhibit the same reasoning powers as we do. Another factor of my CRM philosophy would be planning and organisation. If you are properly planned and organised and can 'think on your feet' it makes the task of managing a class a lot easier then if you were illprepared.
If a teacher believes in what they teach and has a passion for it, it is conveyed to the students. Teachers like this, from my experience, tend to prepare lessons that are more interesting and fun. This inturn inspires students to learn and there are less problems stemming from discipline &/or management issues cause the children want to learn.
I truly believe in the 'do unto others as you would have them do unto you' and this goes for students aswell. Everyone deserves to be shown respect and if this fact is heeded it makes dealing with situations a lot easier. In ending, I think my philosophy encompasses all of the following words; listener, motivator, entertainer, respect, inspirer, empathy, organisation and planning.
Gemma Roberts | (203.191.196.5) | Monday, 17 June 2002 12:17:56 PM
It is my philosophy that Classroom Relations Management(CRM) is the most important aspect to teaching. I think that, as a teacher, if you do not have the k'ledge of CRM and the strategies necessary to maintain a sense of order in your class it really won't matter how much k'ledge you have to convey, you won't be able to if the class is full of disruptive students. I think there is a few fundamental characteristics of a teacher that will necessitate good CRM. The teacher must firstly respect the students and their opinions. If a student feels that they are valued for what they have to offer to the class it will foster a more participatory envirnoment and they will more freely express their ideas with you and their peers. I also believe nurturing, inspiring and listening to your students encourages a good rapport between you and them. Another point which I think is extremely important is to 'put yourself in their shoes'. Try and see situations from their perspective, remember what it was like to be that age, how you felt, how you acted and what was going on in your life then. We must be mindful and remember that after all, they are only children so we can't expect them cognitivly to exhibit the same reasoning powers as we do. Another factor of my CRM philosophy would be planning and organisation. If you are properly planned and organised and can 'think on your feet' it makes the task of managing a class a lot easier then if you were illprepared.
If a teacher believes in what they teach and has a passion for it, it is conveyed to the students. Teachers like this, from my experience, tend to prepare lessons that are more interesting and fun. This inturn inspires students to learn and there are less problems stemming from discipline &/or management issues cause the children want to learn.
I truly believe in the 'do unto others as you would have them do unto you' and this goes for students aswell. Everyone deserves to be shown respect and if this fact is heeded it makes dealing with situations a lot easier. In ending, I think my philosophy encompasses all of the following words; listener, motivator, entertainer, respect, inspirer, empathy, organisation and planning.
Rebecca | (129.78.64.5) | Monday, 17 June 2002 1:20:37 PM
I appreciate the way that Matt has laid a foundation of respect within the classroom, built on trust and valuing the students as human beings that are constantly growing and developing as individuals. I think how we manage classroom behaviour is a very individual thing. Some of the things that Matt has mentioned I do not think that I could implement on a regular basis as my primary mode of operating in the classroom- it is somewhat contrary to my personality. I respect the way that he wants to encourage a laid back and casual atmosphere in the classroom, but I would struggle with that as I work well in a more structured environment. What I appreciate is that we do not all have to be the same. I do feel, however, that it is essential for teachers to know and understand their students, as Matt stated. Research, while there are always conflicting opinions, points out that it is the teacher's relationship with the student that is the biggest determining factor in how well students learn (not the amount of knowledge that a teacher has in a particular area - this is important, but not the most significant) - this is quite a challenge. I think that it is also important to be adaptable and flexible with each unique group of students - being clear on expectation but, as Matt mentioned, sensitive to their individual needs.
Rebecca | (129.78.64.5) | Monday, 17 June 2002 1:26:10 PM
I appreciate the way that Matt has laid a foundation of respect within the classroom, built on trust and valuing the students as human beings that are constantly growing and developing as individuals. I think how we manage classroom behaviour is a very individual thing. Some of the things that Matt has mentioned I do not think that I could implement on a regular basis as my primary mode of operating in the classroom- it is somewhat contrary to my personality. I respect the way that he wants to encourage a laid back and casual atmosphere in the classroom, but I would struggle with that as I work well in a more structured environment. What I appreciate is that we do not all have to be the same. I do feel, however, that it is essential for teachers to know and understand their students, as Matt stated. Research, while there are always conflicting opinions, points out that it is the teacher's relationship with the student that is the biggest determining factor in how well students learn (not the amount of knowledge that a teacher has in a particular area - this is important, but not the most significant) - this is quite a challenge. I think that it is also important to be adaptable and flexible with each unique group of students - being clear on expectation but, as Matt mentioned, sensitive to their individual needs.
Melissa Silk | (129.78.104.108) | Monday, 17 June 2002 1:56:20 PM
My philosophy is similar to those posted and is largely based on common sense. Firstly, a thorough knowledge of the school discipline policy is an advantage, or at the very least, a copy of the policy to refer to. Keeping that knowledge as a fall back measure, I would establish my own classroon protocol by negotiations at the beginning of the teaching block. The student input is valid to establishing effective rules that are realistic. I would urge each student to be aware of their own behaviour and how it affects not only themselves but their peers, me and the whole class culture. They also need to understand how their behaviour affects their progression academically or otherwise, in the class. When dealing with mild disruptive behaviour, I would approach the student(s) quietly and try to ascertain why it is occurring. Drawing on a meld of methods and strategies and also experience, I would encourage the student to acknowledge their responsibility to themselves (and the rest of the class secondly). If the behaviour became extreme or uncontrollable, I would have to rely on the guidlines set out in the school's discipline policy. This, in conjunction with discussion with the year supervisor, other teachers and possibly the principal would assist my understanding of the behaviour and allow me to put it into perspective with reference to management in the future. If I feel a situation is beyond my control, I step back, analyse, seek help and act only after building a clearer picture of the circumstances. When the situation calms down or is resolved, some degree of reflection is necessary in order to develop a different approach or embrace a different strategy in the future.
Danielle Smith | (129.78.104.206) | Monday, 17 June 2002 2:03:31 PM
CRM is not only important for you as a teacher but also for your students. I believe CRM takes a while to achieve as you have to get to know all your students and they have to get to know you too. Everyone in the classroom needs to be respected and treated as individuals. The more you get to know your students individually the more you can understand and appreciate them as people. I would hope in my classroom that there are all sorts of characters because looking back to my time at school the loud ones for example made the classroom fun . As long as you can as a teacher be prepared to have a certain humour about you and be able to be flexible and positive I believe the classroom should be fun and full of energy. I think one of the most important things to remember as a teacher is to leave your outside life at home. You are there in the classroom as a team and you want your kids to learn in a friendly environment where they are able to have some kinds of outspoken behaviour which enables them to know more about themselves and create a positive self-esteem. Ultimately i believe CRM is a learning experience for both you and your students. As a teacher I think you do have to have some kind of assertiveness but the manner in which you portray this assertiveness is very important. A positive and happy approach will work alot better than a 'do as i say' approach. I totally believe that the more experience we have as teachers the more knowledge we will understand about CRM
Gaynor | (198.142.226.165) | Monday, 17 June 2002 5:57:14 PM
I agree with the ideas posted. My personal philosophy is that teaching is also about working and interacting with individuals and not just about your subject matter. I think that you can't just follow any one set of rules or theories when it comes to CR&M aspects. I think the best you can do is to know what is possible via theory, to learn what works through practise and observation and always be open to learning what works and what doesn't and be prepared to change or modify your techniques. I think it is important that you are adaptable and flexible to situations and to individuals. I think it is important to establish and follow rules, but it is also important to maintain a sense of humour and optimism. And mostly I think it is important that you remember that whilst you may be 'the teacher', you can always learn something about being a better teacher from your students, so in a sense you need to be prepared to change or re-evaluate your CR&M methods.
Gaynor | (198.142.226.165) | Monday, 17 June 2002 5:58:52 PM
I agree with the ideas posted. My personal philosophy is that teaching is also about working and interacting with individuals and not just about your subject matter. I think that you can't just follow any one set of rules or theories when it comes to CR&M aspects. I think the best you can do is to know what is possible via theory, to learn what works through practise and observation and always be open to learning what works and what doesn't and be prepared to change or modify your techniques. I think it is important that you are adaptable and flexible to situations and to individuals. I think it is important to establish and follow rules, but it is also important to maintain a sense of humour and optimism. And mostly I think it is important that you remember that whilst you may be 'the teacher', you can always learn something about being a better teacher from your students, so in a sense you need to be prepared to change or re-evaluate your CR&M methods.
Ljiljana | (203.173.131.5) | Monday, 17 June 2002 7:58:52 PM
My philosophy is:always do your the best.Teaching is a process in which we are not alone.Teachers are part of teaching/learning process as well as students, and every day may be different.Set class rules could help, but just a little and not always.So what we have? Patiance may help a lot as well as assertiveness,but I feel that having a good lesson plan, proper activities,back-up,knowledge of matter could help in having sustainable classroom relationship and management.I would allow students to give same ideas according the classroom management and teaching and stick with some good ones as "their".Because teaching is a process we all will learn from mistakes we did, try to do it better next time and move on.That was the way I have done so far, and probably I will in the future, because it is most probably my philosophy.
| (203.109.250.98) | Monday, 17 June 2002 11:17:13 PM
My philosophy is: always do you’re the best. Teaching is a process in which we are not alone. Teachers are part of teaching/learning process as well as students, and every day may be different. Set class rules could help, but just a little and not always. So what we have? Patience may help a lot as well as assertiveness, but I feel that having a good lesson plan, proper activities, back-up, and knowledge of matter could help in having sustainable classroom relationship and management. I would allow students to give same ideas according the classroom management and teaching and stick with some good ones as "their”. Because teaching is a process we all will learn from mistakes we did, try to do it better next time and move on. That was the way I have done so far, and probably I will in the future, because it is most probably my philosophy.
ljiljana | (203.109.250.99) | Monday, 17 June 2002 11:18:09 PM
My philosophy is: always do you’re the best. Teaching is a process in which we are not alone. Teachers are part of teaching/learning process as well as students, and every day may be different. Set class rules could help, but just a little and not always. So what we have? Patience may help a lot as well as assertiveness, but I feel that having a good lesson plan, proper activities, back-up, and knowledge of matter could help in having sustainable classroom relationship and management. I would allow students to give same ideas according the classroom management and teaching and stick with some good ones as "their”. Because teaching is a process we all will learn from mistakes we did, try to do it better next time and move on. That was the way I have done so far, and probably I will in the future, because it is most probably my philosophy.
ljiljana | (203.109.250.98) | Monday, 17 June 2002 11:19:17 PM
My philosophy is: always do you’re the best. Teaching is a process in which we are not alone. Teachers are part of teaching/learning process as well as students, and every day may be different. Set class rules could help, but just a little and not always. So what we have? Patience may help a lot as well as assertiveness, but I feel that having a good lesson plan, proper activities, back-up, and knowledge of matter could help in having sustainable classroom relationship and management. I would allow students to give same ideas according the classroom management and teaching and stick with some good ones as "their”. Because teaching is a process we all will learn from mistakes we did, try to do it better next time and move on. That was the way I have done so far, and probably I will in the future, because it is most probably my philosophy.
ljiljana | (203.109.250.98) | Monday, 17 June 2002 11:21:00 PM
My philosophy is: always do you’re the best. Teaching is a process in which we are not alone. Teachers are part of teaching/learning process as well as students, and every day may be different. Set class rules could help, but just a little and not always. So what we have? Patience may help a lot as well as assertiveness, but I feel that having a good lesson plan, proper activities, back-up, and knowledge of matter could help in having sustainable classroom relationship and management. I would allow students to give same ideas according the classroom management and teaching and stick with some good ones as "their”. Because teaching is a process we all will learn from mistakes we did, try to do it better next time and move on. That was the way I have done so far, and probably I will in the future, because it is most probably my philosophy.
ljiljana | (203.109.250.96) | Monday, 17 June 2002 11:22:37 PM
My philosophy is: always do you’re the best. Teaching is a process in which we are not alone. Teachers are part of teaching/learning process as well as students, and every day may be different. Set class rules could help, but just a little and not always. So what we have? Patience may help a lot as well as assertiveness, but I feel that having a good lesson plan, proper activities, back-up, and knowledge of matter could help in having sustainable classroom relationship and management. I would allow students to give same ideas according the classroom management and teaching and stick with some good ones as "their”. Because teaching is a process we all will learn from mistakes we did, try to do it better next time and move on. That was the way I have done so far, and probably I will in the future, because it is most probably my philosophy.
ljiljana | (203.109.250.96) | Monday, 17 June 2002 11:24:59 PM
My philosophy is: always do you’re the best. Teaching is a process in which we are not alone. Teachers are part of teaching/learning process as well as students, and every day may be different. Set class rules could help, but just a little and not always. So what we have? Patience may help a lot as well as assertiveness, but I feel that having a good lesson plan, proper activities, back-up, and knowledge of matter could help in having sustainable classroom relationship and management. I would allow students to give same ideas according the classroom management and teaching and stick with some good ones as "their”. Because teaching is a process we all will learn from mistakes we did, try to do it better next time and move on. That was the way I have done so far, and probably I will in the future, because it is most probably my philosophy.
Lucy | (202.67.64.133) | Tuesday, 18 June 2002 7:40:31 AM
After reading other peoples policies I feel like mine is a bit tough. However, I think that is because some of the things others have said like getting to know the kids and doing interesting work in class are things that I have assumed but not stated explicitly in my policy. I think one really important thing is to never lose your cool - even if the kids are driving you insane. You must always appear in control. But i think successful classroom management also involves a bit of give and take on both the student and teachers behalf. How that operates in each classroom will depend on the people involved. But it is important to be flexible and recognise that the rules may not always be appropriate. I also think it is important to use innovative punishment. For example, if a student swears at you, rather than put them on detention and get all agravated about it, make them make a poster or write a poem or something like that that addresses swearing in the classroom and why it isn't appropriate. Whatever you do in the classroom, I think it is really important to be fair - all the kids need to be treated the same way. However, this kind of conflicts with the idea that you treat students as individuals - what works with one kid might not work with another. I will have to see how it plays out in practice....
Aeron (alison) | (129.78.104.169) | Monday, 24 June 2002 10:45:01 AM
I think that mutual respect is one of the most important things in classroom management. It is important to always see the students as individuals but at the same time show what is and is not acceptable in your classroom. I hope to be able to set clear finite expectations that are fair and just, hopefully this will assist me in managing my classroom. It is also important to make lessons interesting, stimulating and relevant. If a student can not see why they are learning something, or is the lesson is too hard or easy for them them they are more likely to misbehave. Punishments need to fit the 'crime' that they are for, and they need to be a constant. There is no point in punishing students differently for the same action. The students should know what is expected of them at all times and know what the consiquences will be if they misbehave. Hopefully I will be able too do all this and keep my temper and a sense of humour.
Andrew Jamieson | (129.78.64.5) | Monday, 24 June 2002 1:33:53 PM
Many of the traits of classroom management that I believe are important for effective classroom management and relations have already been mentioned in the postings above - respect for students, empathy, being a good listener and being flexible. The most important strategy I would suggest is engaging the students as both people and as learners. As Rebecca stated the teacher's relationship with the student is a big determinant of how well students learn. The students are there because they have to be, it should be our role as teachers to make them want to be at school, even enjoy it. Lessons should engage student's interests, be appropriate to their level and preferred learning style and maximise opportunities for the students to succeed. If the students are engaged in learning this will minimise the time performing 'other activities' and hence the need for reactive management strategies.
At the same time there are always (usually?) going to be a minority of students who misbehave or don't want to participate. For those student's (as with the rest of the class) clear expectations should be set regarding the what is the proper conduct in the class, and the consequences of their actions - after all if they don't know how you want them to act how can you expect them to know. Teachers also should model the behaviour they expect from their students.
Louise | (10.1.153.87) | Wednesday, 26 June 2002 11:35:24 AM
I find myself, on a whole, agreeing with Matt's way of thinking. As and
idealist, my dream classroom situation would be one where the students and I are able to work together in a calm and relaxed environment in which their love of learning can grow as a positive and enjoyable experience. I believe that it is in this environment that students will feel comfortable to ask questions, express themselves individually and look to their teacher for advice and assistance where necessary. i believe that it takes a consistent and assertive group leader to lay down the foundations as a means to this end. Thus my aims for good classroom relations and management are as follows. I will, over time, establish a profile of the students in my classes. I will learn about their individual learning styles and interests in order to build a raport with them. I will define my expectations clearly in the classroom to gain respect to make it easier to generate class enthusiasm. I will encourage students to share their ideas and knowledge openly by modeling this behaviour myself. All ideas
and class activities will be approached with open-mindedness, passion and good humour to create an environment in which the individual is respected and valued. I will try my best to encourage and reward positive behaviour and input to show that negative behaviour will not be taken.
Nichole | (209.147.244.211) | Tuesday, 4 March 2003 5:06:43 AM
The key to classroom management is control, interest, and preparation.