Kristine Goldthorpe

10 Beliefs About Classroom Management

My Underlying Assumptions

  1. I believe that good classroom management requires an engaging, structured environment. I do not want to control my students and have them act like robots of my commands and demands. However, I would expect that students follow rules that provide for a learning rich environment. (Example of a rule – students are seated at their desks, prepared for class, and are respectful of both the teacher and their fellow classmates.)
  2. I believe for my classroom to operate smoothly I need posted clearly defined rules and consequences, and consequences that increase in severity for repeat or continued misbehaviour. This why students will know what my expectations are of them, and if they behave inappropriately the consequences of their actions. This will also help to me as the teacher to avoid being a drill sergeant because I can just point to the rules if a student needs a reminder.
  3. I believe that with clear expectations and consequences children learn to be responsible by examining a full range of consequences for their behaviour and making value judgements about their behaviour and its consequences. I also believe that students commonly rebel when their teachers actively regulate their behaviour, and so clear expectations and consequences can foster a positive behavioural routine for students who tend to need constant reminders (because they know they either cooperate or they will face consequences).
  4. I believe consequences will cause students to avoid bad behaviour and engage in good classroom behaviour. However, good behaviour can also be encouraged by positive reinforcement.
  5. I believe that good classroom management involves not only the students, but also their parent(s) or guardian(s). They also need to know my expectations of my students right from the beginning of the school year. If everyone is on the same page right from the beginning healthy, respectful student-teacher and parent-teacher relationships will develop.
  6. I believe that classroom behaviour is separate from behaviour outside the classroom (recess). I believe that children will behave appropriately if they find what they are learning is interesting and engaging. In fact if children are engage then there is no need for classroom management because they are too involved in learning to misbehave.
  7. I believe that outside of the classroom at recess issues will arise as is life. During free activity time children will come across issues of play and fair play because of all the different personalities. (Example –a child who gets everything their way at home (and comes by it honestly because they may be an only child) may not be used to sharing.) My role as the teacher is the help students to work out these types of situations logically. Therefore inappropriate behaviour can be terminated by helping students find legitimate ways to satisfy their needs.
  8. I believe students behave more appropriately when they suffer the logical consequences of their behaviour.
  9. I believe students can help create valid rules for the classroom because they know themselves best and likely what type of environment they learn and work best in. It can help me to establish and understand the specific and unique learning styles of each of my students.
  10. I believe that students have needs, and as a result not all misbehaviour is bad. For example young children need breaks quite often as they have not fully developed an attention span yet. Children also sometimes have situations that they carry with them to school from home. Their home life may not provide them a chance just to be a kid, and as a result that can come out at school. These types of behaviour are actions based on life needs that are not being met.