A Philosophy of Classroom Management & Professionalism

An good and fruitful tradition that can improve students’ motivation, cultivate democratic habits, and foster intellectual agility is to establish a discussion culture where there is an inclusive environment for both teachers and students. Students get the chance to hone and practice their skills during discussions, such as developing the ability to clearly state and defend their opinions, gather and analyze information, and take into account opposing viewpoints (Bowen & Nielson, 2013). It implies that teachers should allot enough time to deal with students one-on-one, in groups, and as a class. Discussions build more relationships between the instructors and the students, which are vital to making the students feel acknowledged and view themselves as influential members of the classroom community. According to Burden, 2016, conducting the learning process in the form of discussions provides avenues for discoveries and explorations, which reduces anxiety to the students, preparing them for higher posts in the future. However, the culture requires careful planning to ensure that the discussions are lively, productive, and exploratory without losing the focus. Nevertheless, with the culture of discussing, it is vital to consider both cognitive, physical, and social/emotional factors, which inhibits the exchange of ideas (Burden, 2016).

Both teachers and the students will have high expectations from the culture. For instance, the students will expect corporation from the instructors, whereby, they present their ideas concerning a given topic, and teachers are there to correct or recommend their efforts. Again, by the end of the discussions, students could expect to learn communication skills, which will prepare them for the future, in their profession or any other activity that may demand self-expression. On the other hand, teachers will expect a free interaction with the students, where students will conduct adequate researches and studies on various class topics, and afterwards, hold a discussion where they all share their understanding on the given topic. Moreover, instructors will expect active participation from the students, to make the lessons and the learning process lively and engaging.

Professionalism

As asserted by Bowen & Nielson, 2013, professionalism in teaching career is an underrated quality that every instructor and school employee should hold or possess. However, there are several ways that teachers and the stakeholders can be professional with the students, parents, co-workers or administrator. They include;

Ensure healthy and productive interactions:

There should have a distinct and a clean relationship between teachers and the stakeholders. Maintaining a decent appearance: For instance, a male teacher should wear decent, and a female teacher to wear conservative clothes, avoiding short skirts. Maintaining an often communication: As stated by Sachs, 2016, there is the need to provide information on what is going on in the class to all the relevant stakeholders.

Use appropriate language when communicating:

Co-workers, administrators, students, and parents require distinct language when sharing ideas. Be an active listener: That is, listen to the parents’ complaints, students’ requests, and commands from the administrator. Involve the relevant players when making any solid decisions. Decision making should be a collaborative procedure, where every stakeholder should be informed.

Considering compromise:

If a conflict arises between any of the stakeholders, it is important to consider compromise. Being appreciative: Always thank the parents for their assistance, students for their corporation, the coworkers and the administrator for their efforts. Establish collaborative partnership: Learning is a partnering activity where parents, teachers, and students require to r roles (Burden, 2016) actively. Finally, share every success: individuals do not own success; instead, it is owned by all the stakeholders.

As an individual, I have suitable communication skills where I can comfortably hold a productive discussion with any person from any level or class. I also have strong listening skills, where I believe that every person should be given a chance to express themselves, despite their status in life or level of education. However, I need to improve on considering compromise when conflicts arise and develop conflict solving techniques. I quickly lose my cool when disappointed, and unable to cooperate when a disagreement arises.

In the teaching process, professionalism is important as it ensures collaboration and partnership when conducting the learning process. That is, every player contributes to their part, which eases the learning process. Another importance is that it avoids conflicts from developing, as there is the aspect of maintaining respect for each other. Finally, individuals achieve the primary goal of learning since every stakeholder plays his/her role in facilitating the learning process. Therefore, the concept of professionalism in the classrooms cannot be compromised or ignored as it has significant positive implications for all.

References

Bowen, M., & Nielson, M. (2013). Philosophy of Classroom Management. Philosophy.

Burden, P. (2016). Classroom management: Creating a successful K-12 learning community. John Wiley & Sons.

Sachs, J. (2016). Teacher professionalism: why are we still talking about it? Teachers and Teaching, 22(4), 413-425.