Classroom Management Philosophy Quotes

A classroom needs to feel like a safe place for both students and teachers. In order for creativity and higher level thinking to be present in the classrooms, a feeling of safety must first be present in the classrooms.

Allowing bullying in the classroom is equivalent to excluding learning from the classroom. If bullying is present in the classroom it causes the classroom to not feel like a safe environment, and people do not learn in unsafe environments - except for those things which they feel will ensure their present safety.

I am criticizing the professionalization of teaching children because these young human beings are not cogs in a machine, And I am trying to identify the root of the problem for all those wonderful adults who went into teaching thinking that they could commit to nurturing the lives of many children only to end up having the system squash their excellent motives. Our current school system replicates factories and requires classroom managers more than teachers. Teachers are appreciably frustrated.

The gulf between science and education has been harmful. A look at the science reveals that the methods commonly used to teach children are inconsistent with basic facts about human cognition and development and so make learning to read more difficult than it should be. They inadvertently place many children at risk for reading failure. They discriminate against poorer children who could have become successful readers. Many children who do manage to learn to read under these conditions wind up disinterested in the activity. In short, what happens in classrooms isn't adequate for many children, and this shows in the quality of this country's literacy achievement. Reading is under pressure for other reasons, but educational theories and practices may accelerate its marginalization.

The Responsive Classroom approach creates an ideal environment for learning--every teacher should know about it.

Curriculum development is the foundation upon which a school's educational philosophy and mission are built, shaping the learning experiences of every student.

Like all teachers in training, when I was a teacher candidate in my university's education department (Teacher School, I like to call it), I took courses in childhood development, educational philosophy, classroom management, and classes in how to teach all of the subjects.... After I landed my first teaching position, I realized that there were several topics my instructors hadn't covered. I have a theory about this: If they had told the truth about the profession, there'd be an even bigger teacher shortage.

You Are So Wonderful You lay bare your brain for others to learn Great lessons you always share From you, there is so much to hear Your head is crowned with wisdom You show the world how things are done I call your name with pride My love for you I cannot hide You have a heart that is never weak It does not break, it only bends When you land into hardships You find a way to rise You manage to put on a smile Stand back up and walk another mile Despite any pain life I am yet to meet someone of your calibre With so much courage to endure And the patent instincts of a survivor Oh, woman of valour! You need no stamp of approval from anyone Because victory is your birth right Superwoman, you are so wonderful

Innovations are happening in conventional schooling. Some people will read the chapters to come and respond that their own children’s schools are incorporating evidence-based changes, making them more like Montessori schools—eliminating grades, combining ages, using a lot of group work, and so on. One could take the view that over the years, conventional schooling has gradually been discovering and incorporating many of the principles that Dr. Montessori discovered in the first half of the 20th century. However, although schooling is changing, those changes are often relatively superficial. A professor of education might develop a new reading or math program that is then adopted with great fanfare by a few school systems, but the curricular change is minute relative to the entire curriculum, and the Lockean model of the child and the factory structure of the school environment still underlie most of the child’s school day and year. “Adding new ‘techniques’ to the classroom does not lead to the developmental of a coherent philosophy. For example, adding the technique of having children work in ‘co-operative learning’ teams is quite different than a system in which collaboration is inherent in the structure” (Rogoff, Turkanis, & Bartlett, 2001, p. 13). Although small changes are made reflecting newer research on how children learn, particularly in good neighborhood elementary schools, most of the time, in most U.S. schools, conventional structures predominate (Hiebert, 1999; McCaslin et al., 2006; NICHD, 2005; Stigler, Gallimore, & Hiebert, 2000), and observers rate most classes to be low in quality (Weiss, Pasley, Smith, Banilower, & Heck, 2003). Superficial insertions of research-supported methods do not penetrate the underlying models on which are schools are based. Deeper change, implementing more realistic models of the child and the school, is necessary to improve schooling. How can we know what those new models should be? As in medicine, where there have been increasing calls for using research results to inform patient treatments, education reform must more thoroughly and deeply implement what the evidence indicates will work best. This has been advocated repeatedly over the years, even by Thorndike. Certainly more and more researchers, educators, and policy makers are heeding the call to take an evidence-based stance on education. Yet the changes made thus far in response to these calls have not managed to address to the fundamental problems of the poor models. The time has come for rethinking education, making it evidence based from the ground up, beginning with the child and the conditions under which children thrive. Considered en masse, the evidence from psychological research suggests truly radical change is needed to provide children with a form of schooling that will optimize their social and cognitive development. A better form of schooling will change the Lockean model of the child and the factory structure on which our schools are built into something radically different and much better suited to how children actually learn.