Comprehensive Classroom and Organization Plan - Research Paper Example

As such, one’s teaching philosophy also evolves as one attempts to improve in the profession. To a larger extent, one also strives to achieve personal growth. Peters (2009) quotes Stephen Brookfield (1990) on the two purposes of a teaching philosophy: personal purpose and pedagogical purpose. At a personal level, a teaching philosophy serves as a vision to remain grounded on the reasons behind what one has chosen to pursue as a career. The pedagogical purpose, on the other hand, defines the difference that one is making in a student’s life and his/her learning.

A number of educational theorists have influenced my own teaching philosophy. Prominent among them are Howard Gardner, John Dewey, Paolo Freiri, and Kurt Hahn. I believe that teaching and learning have transformative powers, and for changes to happen within and without, content must always interact with the context. I make a strong point of allowing students to “learn by doing” and continuously providing opportunities to create a link between theory and daily situations. Furthermore, I believe learning happens in a social context and pedagogy must be inclusive with special attention to the diverse population inside the classroom.

Towards implementing this philosophy, it is essential to provide careful attention to classroom management and organization. Classroom Management and Organization Plan The Rules. Dixie (2007) justifies the need for rules and routines stating that: “by providing our pupils with a system of well-defined rules, routines and sanctions you will be providing these youngsters with the security they need at this crucial stage of their lives, and in doing so, you will be providing a firm foundation for learning” (p. 19). I have adopted a less authoritative and more democratic system of establishing rules in the classroom.

It stems from the desire to give students the right to feel safe, emotionally and physically, in the classroom. Furthermore, by involving the students in the process of creating the rules, I hope to instill within them a sense of ownership of the rules established. First grade students are usually familiar with rules in school and the teacher’s role is to facilitate and ask probing questions to encourage important rules to be articulated. I find this a meaningful exercise because later in life, “they need to know how to participate in decision-making and obey with discretion so that they do not give the responsibility for their own behavior to someone else” (Lewis, 2008, p. 42). Some of the rules that students established are listed below.

I facilitated to ensure that rules are stated in positive sentences [avoiding negative words, such as ‘no’, ‘not’, and ‘don’t]. (1) Always ask permission before taking someone else’s things. (2) Listen to the teacher and classmates, and wait for your chance to speak. (3) Treat others fairly and honestly. (4) Keep your work space clean and the whole classroom tidy. Procedures and Routines. Similar to rules, routines and procedures were created with participation from the students.

It is essential to discuss the reasons behind these routines to the students. For instance, in transferring from one classroom to another during Art Class, they have to walk quietly and ensure that they have all the materials required for