Personal Management Style
Truth be told, I am an indecisive person. It can take me an hour to decide what to wear in the morning, and the time it took me to decide what college to attend was a bit ridiculous. Because of this, I know I cannot just walk into a classroom, even having researched all the management theorists in the world, and expect to know how I will manage that classroom. I must know what kind of management theories I agree with and I must have a plan for how I can take those concepts, combine them with my own strengths, and effectively manage my classroom. This is my Personal Management Style.
I will be prepared and proactive.
It is impossible to un-burn a scorched cookie or un-crash a totaled car, and it is just as ineffective to try managing a classroom after problems have already been created. Throughout my life I have discovered almost everything tends to go better when I am prepared and practiced ahead of time. Wong insists “Readiness is the primary determinant of teacher effectiveness” (2009, p. 92). My classroom will run on predetermined procedures, rules, and consequences, and I will have a basic plan in place for a variety of situations which could arise.
I will be confident and consistent.
My vision of a classroom is one where all students feel comfortable and a part of the group, and where all students know what to expect. According to Wong, students need this consistency (2009), especially those who come from backgrounds where they may not have much structure at home. I will lay out explicit procedures and rules for students to follow, and I will be consistent in firmly but lovingly correcting misbehavior right away. This will increase student responsibility and help all students feel at ease in the class.
I will be caring toward all of my students.
Many times when I have worked with children or teens an interested observer, perhaps a boss or a parent, has pulled me aside and complimented me on my patience. Although I may not always feel as patient as I look, I believe this patience comes out of my natural compassion and love for people. Urban education researcher Dave F. Brown cites a genuine caring attitude as perhaps what students most appreciate in a teacher (2004). In my classroom I will let my students know I care for them by taking a vested interest in their lives. I will go out of my way to develop personal relationships with each of them and will make it a goal to support them in as many ways as possible both in and out of the classroom.
I will respect my students and expect respect from them.
I believe every human being has a desire to be respected. I also believe students who are treated with respect will have less reason to misbehave out of feelings of disrespect or perceived revenge, considered by Linda Albert to be one of the main causes of student misbehavior (Charles and Senter, 2005). Researcher Dave F. Brown places high emphasis on this concept of mutual respect, especially in the inner-city classroom where students often come from backgrounds where they must shoulder great responsibility at home (2004). I will make it clear from the beginning that I will respect my students and expect them to do the same for me. I will show this respect by listening to my students, giving them choices in many situations, and allowing them to come up with their own plans of action when misbehavior occurs.
I will be assertive and take authority of the class.
To be honest, taking authority may be one of my weakest points as a classroom manager. As a compassionate person and a people pleaser, it can be a struggle for me to be assertive if it means taking the risk that I may come across as heartless or uncaring. However, in my several years of training to become a teacher, I have learned the importance of being firm as the leader of the class, even if it means students will not be happy with me one hundred percent of the time. Brown argues this trait is especially important in cultures such as the African American culture where students will not respect someone in authority unless he/she actually takes authority (2004). Because I know this is a struggle for me, I will begin taking charge of the classroom right away by laying down firm expectations and intervening right away when these expectations are broken. By setting up firm limits right away, I will be able to manage the classroom and teach student responsibility.
I will be creative and innovative in my classroom management.
Two of my favorite attributes are my creativity and my determination. Often these characteristics combine to make me an effective problem solver because when I see a problem I am determined to continue trying different solutions until it is solved. This combination will also be extremely useful in my classroom management style. Although my current classroom management is described in this profile, I am willing to admit some elements may not work as well as I hope, or may not work for certain students/situations. According to Wong, an effective teacher relies on research-proven methods and strategies (2009). I will creatively adapt my management style and strategies as methods are proved to be ineffective or new research is found, and will constantly strive to use whatever means necessary to foster learning in all of my students.
I will be prepared and proactive.
It is impossible to un-burn a scorched cookie or un-crash a totaled car, and it is just as ineffective to try managing a classroom after problems have already been created. Throughout my life I have discovered almost everything tends to go better when I am prepared and practiced ahead of time. Wong insists “Readiness is the primary determinant of teacher effectiveness” (2009, p. 92). My classroom will run on predetermined procedures, rules, and consequences, and I will have a basic plan in place for a variety of situations which could arise.
I will be confident and consistent.
My vision of a classroom is one where all students feel comfortable and a part of the group, and where all students know what to expect. According to Wong, students need this consistency (2009), especially those who come from backgrounds where they may not have much structure at home. I will lay out explicit procedures and rules for students to follow, and I will be consistent in firmly but lovingly correcting misbehavior right away. This will increase student responsibility and help all students feel at ease in the class.
I will be caring toward all of my students.
Many times when I have worked with children or teens an interested observer, perhaps a boss or a parent, has pulled me aside and complimented me on my patience. Although I may not always feel as patient as I look, I believe this patience comes out of my natural compassion and love for people. Urban education researcher Dave F. Brown cites a genuine caring attitude as perhaps what students most appreciate in a teacher (2004). In my classroom I will let my students know I care for them by taking a vested interest in their lives. I will go out of my way to develop personal relationships with each of them and will make it a goal to support them in as many ways as possible both in and out of the classroom.
I will respect my students and expect respect from them.
I believe every human being has a desire to be respected. I also believe students who are treated with respect will have less reason to misbehave out of feelings of disrespect or perceived revenge, considered by Linda Albert to be one of the main causes of student misbehavior (Charles and Senter, 2005). Researcher Dave F. Brown places high emphasis on this concept of mutual respect, especially in the inner-city classroom where students often come from backgrounds where they must shoulder great responsibility at home (2004). I will make it clear from the beginning that I will respect my students and expect them to do the same for me. I will show this respect by listening to my students, giving them choices in many situations, and allowing them to come up with their own plans of action when misbehavior occurs.
I will be assertive and take authority of the class.
To be honest, taking authority may be one of my weakest points as a classroom manager. As a compassionate person and a people pleaser, it can be a struggle for me to be assertive if it means taking the risk that I may come across as heartless or uncaring. However, in my several years of training to become a teacher, I have learned the importance of being firm as the leader of the class, even if it means students will not be happy with me one hundred percent of the time. Brown argues this trait is especially important in cultures such as the African American culture where students will not respect someone in authority unless he/she actually takes authority (2004). Because I know this is a struggle for me, I will begin taking charge of the classroom right away by laying down firm expectations and intervening right away when these expectations are broken. By setting up firm limits right away, I will be able to manage the classroom and teach student responsibility.
I will be creative and innovative in my classroom management.
Two of my favorite attributes are my creativity and my determination. Often these characteristics combine to make me an effective problem solver because when I see a problem I am determined to continue trying different solutions until it is solved. This combination will also be extremely useful in my classroom management style. Although my current classroom management is described in this profile, I am willing to admit some elements may not work as well as I hope, or may not work for certain students/situations. According to Wong, an effective teacher relies on research-proven methods and strategies (2009). I will creatively adapt my management style and strategies as methods are proved to be ineffective or new research is found, and will constantly strive to use whatever means necessary to foster learning in all of my students.