Classroom Management Philosophy Paper

My classroom management philosophy has been influenced by numerous diverse theories that I have researched throughout my Bachelor of Primary Education Degree, and by the experience I gained during my teaching placements at school. My classroom management philosophy is that all students have the ability to learn at school and to learn from their misbehaviours, by positively changing their attitudes and discipline to abide by my teacher expectations and rules. If students can follow my philosophy we will set goals to engage productive learning and prevent learning disruptions. Students will take ownership of their learning; students will understand their motives as to why they misbehave; and we will meet student social needs by building positive
According to Lyons, Ford & Slee (2014), the key principle to GCT requires me to seek out explanations for why my students are motivated to misbehave, and then negotiate alternative ways for student needs to be met (p. 23). This requires me to create learning environments which best meet student needs, to diminish student negative behaviours and so students can cognitively realize acceptable behaviours to increase learning time. If I implement this theory I would believe that I can help my students understand their emotions and their thinking processes. Then, I could have my students gain control over their behaviours, turning their attention to their learning strengths and abilities.
The main focus of my classroom management philosophy is based on increasing and supporting student learning. By adopting my GCT and a Positive Behaviour for Learning (PBL) strategy, students will benefit academically and social-emotional in a positive classroom environment. PBL means the students following three school rules: we are learners, we are safe and we are respectful. These three positive behaviour learning rules will be followed in all school areas so that students are managed to act