Classroom Teaching & Management Philosophy (TMP)
Directions for Assignment:
Teachers must think about their teaching and management philosophies before designing a course. For this assignment, you will think about and write a rationale identifying core beliefs, including the items below, and others they believe to be central to classroom teaching and management beliefs.
Directions for Assignment:
Teachers must think about their teaching and management philosophies before designing a course. For this assignment, you will think about and write a rationale identifying core beliefs, including the items below, and others they believe to be central to classroom teaching and management beliefs.
The final paper should follow the TMP template, be double-spaced, Times Roman size 12 font with 1? margins. Use the TMP template provided to write your philosophy. The page length must be 8 pages in length. Include a works cited page listing all citations of resources used (using APA format).
1. Role of the Teacher
 I believe exemplary teaching is…
 I became/want to become a teacher because?
 Why is being/becoming a teacher important to me?
 How have your past teachers influenced your ideas on teaching and learning?
 My role as a teacher is?
 As a teacher, what are two things I hope to achieve?
 I believe exemplary teaching is…
 I became/want to become a teacher because?
 Why is being/becoming a teacher important to me?
 How have your past teachers influenced your ideas on teaching and learning?
 My role as a teacher is?
 As a teacher, what are two things I hope to achieve?
2. Management Style
 What is my management style? How does my management style match my beliefs regarding exemplary teaching?
 What do I believe about the nature of the teacher?s authority in the classroom? What are two ways I plan to achieve such authority?
 What do I believe student?s responsibility for academic success? What are two ways you plan promote student?s responsibility for academic success?
3. Strengthening Teacher Effectiveness
 What are two ways I plan to use to measure my effectiveness in the classroom?
 Regarding classroom management and discipline, what are two specific principles that are important to me?
 In what areas of classroom management do I feel most and least confident?
 What might I do, this term, to strengthen my effectiveness as a teacher?
Responses can come from students own experiences in practice and reflection, experiences dealing with others, course readings, discussions with other students, interaction with the instructor, cooperating teachers, public school teachers, guest presenters, mentors, etc
 What is my management style? How does my management style match my beliefs regarding exemplary teaching?
 What do I believe about the nature of the teacher?s authority in the classroom? What are two ways I plan to achieve such authority?
 What do I believe student?s responsibility for academic success? What are two ways you plan promote student?s responsibility for academic success?
3. Strengthening Teacher Effectiveness
 What are two ways I plan to use to measure my effectiveness in the classroom?
 Regarding classroom management and discipline, what are two specific principles that are important to me?
 In what areas of classroom management do I feel most and least confident?
 What might I do, this term, to strengthen my effectiveness as a teacher?
Responses can come from students own experiences in practice and reflection, experiences dealing with others, course readings, discussions with other students, interaction with the instructor, cooperating teachers, public school teachers, guest presenters, mentors, etc
Required Course Readings:
Pearson Custom Education. (2011). Classroom management for a diverse school and society.
New York: Author.
Weinstein, C.S. (2011). Middle and secondary classroom management (4th ed.). McGraw Hill: Boston.
Pearson Custom Education. (2011). Classroom management for a diverse school and society.
New York: Author.
Weinstein, C.S. (2011). Middle and secondary classroom management (4th ed.). McGraw Hill: Boston.
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