My teaching philosophy in conjunction with my classroom management plan places emphasis on the relational dynamics inside the classroom/studio that promotes the notions of safety, support, responsibility, and investment in order to construct a positive and productive environment for learning. What is being taught in the art room should be valuable and so, to implement a management plan should foster student engagement as well as direct them to gain as much as they can from their educational experience. This is meant to guide students’ behavior so as not to detract from what they may gain. Utilizing a classroom management plan can serve to maintain my pedagogical approaches to engaging and encouraging students to exercise their creative voices.

A few classroom management theories align with my approaches rather naturally, yet they also reinforce the classroom dynamics I keep. In my efforts to understand students’ behaviors, like in Cooperative Discipline by Wagner, Heintzelman, and Bigatel, I address them by inquiring students individually. Intervention techniques and monitoring are preventative measures I employ that are found within the same theory. The Assertive Discipline theory places importance on setting expectations and consequences that set the tone for students’ behaviors, yet also affirms the need to keep a positive atmosphere to act as a deterrent. This encourages me to build on the teacher/student rapport with positive interactions and supporting feedback. My desire to assist students in academic and personal contexts reflects the attitudes and approaches as presented by Jim Fay and Foster W. Cline, M.D. in their Love and Logic theory. I don’t just value the ownership that students can take over their work but also their actions, and so I push students to think by questioning and offering choices for them to exercise greater self-control.

The purpose of my classroom management plan is in sum to create the most conducive environment for student learning while also taking opportunities to build trusting relationships that will continue to inform students’ behaviors outside the art room/studio. I expect students to be productive while retaining control over their actions and directions with their art so that each of their potential might be revealed to them. I intend for there to be opportunities for students to develop endearing relationships and experiences that are guided by set expectations and consequences, and I work to produce thoughtful interactions in my students that promote these ideals. I envision the art room/studio as a setting for individual exploration and achievement where a cohesive body of communal support is constructed and everyone embodies ideal character traits in their pursuits. These expectations and ideals are first and foremost to be embodied in myself which I wish to serve as an example to others.