My philosophies of education, classroom management, and more.

1. Philosophies
 Of Education
 Of Classroom Management
 Of Grading

2. Like a Ladder
 Teaching philosophy
needs a secure footing –
classroom management
 Teaching philosophy
needs good anchors -
tests and measurements
 Tests and measurements
need sound philosophy
of grading behind them
to keep the right pitch at
all times.

3. Like A Flow Chart
 Classroom
management
philosophy sets a
logical base
 Philosophy of
education helps
students design good
questions
 Philosophy of grading
insures input error
checking and allows
corrections

4. Philosophy of Classroom
Management
 Set clear behavior expectations in the first class.
 Base expectations on School and State policies.
 Set consequences.
 Set the way behavior will be monitored, dealt with
and consequences applied right at the beginning.
 Allow flexibility to be able to deal with individual
needs and circumstances.

5. Application of Philosophy of
Classroom Management
 Be observant
− Be aware of circumstances in students' lives that might have
impact on behavior.
− Be in close proximity to students whenever possible to enhance
observations and make quick adjustments for them in
 Giving opportunities to succeed before receiving consequences.
 Adjusting environment to help deal with proximity between students
that might be pushing the situation.
 Adjusting physical environment to prevent sleepiness, stress, etc.

6. Critical issues in Classroom Management

Adhere to parameters throughout year – a
teacher who is inconsistent will end up like a
reed broken by the wind and the classroom
management will not be recoverable.

Always deal with the issues in a gentle but
firm manner.

Avoid emotional entanglements or
arguments in class

Be ready to call for school security or
transfer the problem to security if it is out of
my ability to handle.

7. The foundation has been laid.
Now What?
 How do I adjust the
foundation for special
needs students without
compromising
classroom control?
 How do I start the
teaching from different
foundations or different
types of ground for
different students?

8.  Is designed to
develop the ability to
learn not just to store
information.
 Is the flow chart for
learning and will
allow for variations in
learning style, ability,
and differences as
well as other
circumstances.
Philosophy of Education

9.  Know each student
 Get to know each
parent
 Constantly be on the
look out for changes in
each student that will
require changes in
teaching techniques to
allow the student to
learn to learn.
 Like setting the stage
for success.
Charting a path for each student

10. Intervention – Applying Test and
Measurements to insure the path is correct
for each student
 Set a baseline for
each student at
beginning of course
with a knowledge
test – no grade.
 As they progress,
test to see if they are
keeping up with the
pace of the class and
reaching and
standing firmly on the
ladder's platforms.

11. Intervention – Applying Test and
Measurements to insure the path is correct for
each student
 Make adjustments to
materials, delivery
methods, and
assignments to fit
needs of each
student so each
student can reach the
next test or platform
along with the rest in
the class

12. Grading Philosophy
 Use Tests to determine understanding of
principles underlying the actions needed
to succeed in my courses.
 Use projects and observation to
determine if the concepts have gotten
from head to hands.

13. Grading Philosophy
 Be willing to adjust grades for all students
on the validity of the tests.
 Be firm on grades given if tests have been
evaluated for authenticity, accuracy, and
applicability and have passed muster.

14. Grading Philosophy
 Always give the students the rubrics
needed for them to be able to evaluate their
own work on projects. This insures better
understanding of the work done, and less
room for maneuvering around the teacher if
the student doesn't like a grade assigned.

15. Grading Philosophy
 Stick to the rubric every time. Unless I
evaluate the rubric and find it faulty. Then
adjust it and explain the changes to the
class if it close to the beginning of the
project. If not, drop the grade on the worst
project.

16. Grading Philosophy
 Do everything in my power to make sure
that all tests and rubrics are properly
evaluated before they are given out.
 Do everything in my power to make sure
that all tests and projects are appropriate
to the class, the objectives of the class,
and the state requirements for the class.

17. Grading Philosophy
 Communicate the why of my tests,
projects, and grades early in the course
and reiterate before each one is assigned
or administered.
 Remember to think about what is best for
each student as I prepare these tools and
give the grades.

18. Recap
 Make a stable, warm, community learning
environment that is well controlled and looks
out for the needs of each student.
 Be consistent in all things.
 Find a common starting point for the class to
learn together.

19. Recap
 Always make every attempt to reach every
child in a way that suits personal learning
styles, abilities, disabilities, and general
competencies.
 Use projects and intermittent tests to
enhance teaching and evaluate changes that
need to be made to insure understanding for
each student.