Management Philosophy 

My classroom management philosophy focuses on creating a positive and supportive learning environment where all students feel safe and engaged.

I will strive to be consistent with the morning meeting as I know helps build community, encourages respect, and sets a predictable tone for the day. As students greet each other, share ideas, and participate in group activities, these interactions promote cooperation.

I aim to provide clear learning objectives and model expectations, so students understand what they are learning and how to succeed. This aligns with Wong and Wong (2009), who emphasize that clear routines and expectations from the first days of school support order and learning.

I will also incorporate culturally responsive practices, offering choices, materials that reflect diverse backgrounds, and flexible ways for students to participate as this approach can mitigate or prevent conflicts and ensures all students feel included.

I plan to organize the classroom with consistent routines and clear procedures for transitions, group work, and using materials. When challenges arise, they will be handled proactively, I hope to encourage students to solve problems and regulate their behavior rather than relying on punishment.

A huge part of maintaining a calm environment is to work with families and follow school-wide expectations to create a consistent, supportive environment.

I believe that by combining community-building, clear expectations, engagement, and inclusivity, I can create a classroom where students can learn, cooperate, and thrive.

Reference

Kriete, R., & Davis, C. (2015). The morning meeting book (2nd ed.). Center for Responsive Schools.
Pinto, L. (2013). From discipline to culturally responsive engagement. Routledge.

Wong, H. K., & Wong, R. T. (2009). The First Days of School: How to be an Effective Teacher. Mountain View, CA: Harry K. Wong Publications.