Education Philosophy and Classroom Management Plan

SHAAN NOBLE 4545101

I aim to create a classroom where students feel safe and secure by interacting
with them one on one and getting to know everyone. I want to build an
environment where students are encouraged to take risks, be challenged,
become passionate and reach their greatest potential. Meeting the needs of my
students and creating a comfortable environment to inspire the sharing of ideas
and interactions between peers is my priority. Children will care more about
others and be respectful when significant adults in their lives care and respect
them (Kohn 1996). As Thompson (1998) said, The most powerful weapon
available to secondary teachers who want to foster a favourable learning climate
is a positive relationship with our students (Boynton & Boynton 2014). I would
prefer my role to be more of a facilitator or guide, supporting my students to
discover and question for themselves. I believe every student is capable of
learning and achieving success and I strive to do everything I can for each and
every student. My expectations of students behaviour and quality of learning will
remain at a high level as should their own expectations of themselves.
I will use constructivism in the classroom, providing for a variety of learning
styles and needs. Using techniques which accommodate for these needs,
engaging each student and allowing them to be challenged and to achieve
personal best results. Constructivism allows students to be actively engaged,
fostering creative and critical thinking and requires students to apply knowledge
in new situations (Brooks & Grennon 1999; Elkind 2004). I aim to provide content
of interest to the students and relevant to their lives, allowing them to relate to
topics, promoting motivation and a passion to learn (McClure 2012). We are able
to stimulate interest by connecting content to the real-world and involving
students in tasks that encourage creative presentations (McClure 2012). Helping
students learn independently as well as from other students is very important as
it promotes active learning and reinforces their own learning by instructing each
other (Goodland & Hirst 1989). Collaborative learning or peer teaching supports
team-building, communication skills, supportive relationships and higher
achievement as students share a similar discourse, allowing for enhanced
understanding (Briggs 2013). I will strive to have an equitable classroom, to be
consistent and as fair as I possibly can be.
Ideally, I would like my classroom to be an environment where learning takes
place and the only rule is that everyone shows respect for one another within the
classroom. At the beginning of a new class term I will work with the students
democratically to discuss as a class what our classroom agreements and rules of
conduct will consist of and create a poster for the wall. Involving students in
creating and negotiating their own rules together encourages them to stick to

these rules or be more accepting of the consequences. These guidelines must be

fair and consistent so students are aware what is expected of them.

I aim to engage my students by taking a constructivist approach to the way I will

teach, using as assortment of teaching techniques accommodating for an array
of learning styles to keep my students motivated and enthusiastic. I will try to
modify the way learning in presented in my class by involving technology and
taking the learning outside of the class where possible. I will foster students
creative and critical thinking and provide content that is of interest to the
students and can be connected to the real world.
If a student was not adhering to the classroom agreement or rules we had
created as a team, I would have no choice but to enforce the consequences. If
this became a regular occurrence I would have to remain consistent with the
terms we implemented together within the classroom, however; I would also
arrange a meeting to chat to the student one on one after class. I would try to
get to know my student a little better and discuss any reasons why they are
choosing to disobey my classroom rules. If particular students showed no
improvement, I would consider contacting a leading teacher and the students
parents.
I believe conflict is a natural, reoccurring thing and depending on how it is
handled can be either positive or negative. I will do my best to respond to
conflict in my classroom appropriately, depending on the situation. The way I
approach a conflict situation in my classroom will vary depending on an array of
factors including the topic in dispute, the relationship between the disputants
and the way I read the situation. I dont believe there is a right or wrong way of
managing conflict, however; remaining consistent with all students and staying
respectful is what is important to me in my classroom.
I believe the role of teacher involves a substantial responsibility in preparing
their students to lead successful and fruitful lives. A teacher must be a
trustworthy and consistent influence on young people as they develop and
mature socially, emotionally and physically and begin to make decisions about
their future. They are responsible for their classroom to remain an organised,
safe and inclusive environment for all students to feel comfortable to learn.
Teachers are the greatest resource in Australian schools and are accountable for
the largest impact on student learning. They must be a source of inspiration,
guiding, motivating and engaging students through their educational pathway.
My mentor would be my first resource I would use to assist me with any
classroom management issues that may arise. He has had the opportunity to
witness my style of teaching and may have seen first-hand the obstacles I might
need some assistance with. I may also consider contacting the year level
coordinator for a second perspective of my scenario. My mentor would also be
the first person I would speak to about any student I felt wasnt actively learning
in my classroom. The majority of my lessons I take are his regular classes so he

could have some effective tips or ideas to assist with this students learning.
Otherwise my mentor could direct me to the best possible person to help me
with any of my teaching concerns. If I was having problems with one particular
student persistently ignoring my classroom rules, I would consider contacting the
student support officer. She is actively involved with all of the students at my
placement and could potentially have effective advice or strategies I could
develop. The student support officer may be able to advise me of any potential
issues my student might be currently dealing with personally and recommend
how we go forward. My mentor would also be someone I turn to for assistance
with any students misbehaving in my classroom.

Below is a classroom activity I conducted in one of my working with

animals theory lessons. It involves the use of cooperative learning and
allows students to share strengths, develop interpersonal skills and fosters
respect amongst a variety of students. Students will have the opportunity
to investigate, get creative and present to the class.

*Students are to work in allocated groups of 3 or 4 and

select a Zoonotic disease to research together. You will
work collaboratively in your teams and present your
findings to the class in a creative way. Use the questions
below as a guide to your investigation

What is your zoonotic disease?

Where did it originate?
How is it contracted to human beings?
Which animals are carriers of this disease?
What are the symptoms and is there any available
treatment?
What long term effects does this disease have on your
body?
Where in the world are you able to contract this
disease?

What preventions are currently being enforced to avoid

spread?

REFERENCES
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Viewed 19 June 2016, <http://www.slideshare.net/elizabeth_powell/isconstructivism-the-best-philosophy-of-education>.

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