Classroom Discipline and Management Philosophy Essay -- Classroom Manag

The goal in our schoolroom is to teach self-discipline, responsibility, cooperation, and problem-solving skills. Common ca determinations of misdeed include an attempt to meet unmet needs (belonging, significance, fun) a lack of require skills (social and academic) inappropriate expectations lack of structure and a lack of sense of relevance. We forget be focusing on non-punitive solutions to problems based on kindness, firmness, dignity and respect. on-key discipline comes from an internal locale of control (self-discipline), not an external locus of control (punishments and rewards inflicted by someone else). Some of the strategies used in our schoolroom will be proactive and some will be reactive. umpteen proactive strategies will be in place so that the use of reactive strategies is limited. These strategies include, but are not limited to . Classroom Organization- typically a Proactive Strategy although can be reevaluated as a Reactive Strategy- Classroom is thoughtfully designed to welcome all children, harbor everyones ideas and work, support active and engaged learning, support diverse developmental levels and learning styles, fosters independence, responsibility and cooperation, cultivates the care of materials and equipment, and gives students some choices in the learning address . Reinforcing teacher language- Proactive Strategy- Based on the idea of noticing what students are doing that we demand them to keep doing Names concrete or specific miens Reflects important goals and set . Reminding teacher language- Proactive and/or Reactive Strategy- Reflects clearly established expectations may be a question or a statement Is picture and direct is used when both the teacher and th... ... be sent to a buddy room to allow them a new environment to bump composure within) . Referral to Director, Assistant Director, or School Counselor- Reactive Strategy- Referrals to individuals outside of our classroom occur occasionally when o A Students be havior prohibits the class from moving forward in a productive delegacy o If something occurs that the teacher believes needs immediate attention that cannot be habituated by the teacher at that moment o Others are perceived to be in danger ReferencesNelsen, Jane. Positive chequer. New York Ballantine Books, 2006. Nelsen, Jane, Lynn Lott, and H. Stephen Glenn. Positive Discipline in the Classroom, 3rd ed. New York Three Rivers Press, 2000. Responsive Classroom, Level II Resource Book. Turner Falls, M.A. Northeast Foundation For Children, Inc., 2008.