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I would define classroom management in terms of a teacher's level of responsibility to their students and to the community they belong to. A teacher carries the responsibility of setting an example for their students as well as for solving problems that may arise in way that is constructive and guided by morals and values shared among members of the class as well as members of the community.
What does classroom management mean to me? To me classroom management is the act of showing your students they are valuable and taking action to make them feel valued. I believe that students who feel valued are best equipped to learn and to contribute to the learning of those around them.
What areas of classroom management concern me? What concerns me most is how best to serve students who are experiencing, or have experienced trauma that leads to destructive behaviors inside and outside of the classroom. My journey as a teacher will include an ongoing quest to learn how to better serve these students, especially since I myself am still learning how to respond to my own trauma.
What is important to consider when teaching adolescents? I believe that one of the most important things is a sense that the classroom is a fun, engaging place and that students look forward to their time in my class. This involves making sure that students are involved in decision making and the setting of norms. When students feel that they have a stake in, and an ownership of the success of the class, they are more likely to cooperate in making the class into this kind of environment.

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My vision of what classroom management is best explained as the framing of a classroom community. Just like the framing of a house, it gives us the walls that make up a classroom. Classroom management helps us to set the rules and community norms of the classroom community. Classroom management not only limits what is included inside the class, but it also provides the strength needed to build up from the classroom's foundations.

Classroom management is also like the gears and pulleys that help move the class forward as the community is built, and trust is strengthened. Classroom management helps an educator lead and guide their class over a school term. Additionally, classroom management is also where expectations are laid out for the classroom. People are more likely to succeed when they know what is expected of them.

I believe that classroom community is an essential aspect of classroom management. The community that we build in a classroom helps nurture a learning environment. Of course, it also builds trust among the community members, which also encourages a learning environment.

When I think about classroom management, I am most concerned about building a space where all members can feel safe and respected. Because of this, I what to do everything I can to manage the classroom to help the class members feel empowered to be their whole selves because they know that it will be respected and honored. I am also concerned about managing a classroom that works to minimized distractions and maintains engagement.

When working with adolescents, it is essential to remember that they are not small adults. They may sound like adults and act like adults at times, but they are not fully mature. Understanding this, we can set our expectations at appropriate levels for the proper level of development. Additionally, adolescents benefit when the lessons being taught connect with their own life experiences, which helps them remain engaged.

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To me classroom management is a method in which a classroom is directed and focused. Good classroom management maintains the direction of study, as well as providing the students with a comfortable and thought provoking space to engage.

Classroom community is the base of a positive learning environment. A good classroom community is built through establishing community norms and guidelines. It is essential for community members to have their voices heard in order to progress the communal and academic goals of the classroom.

An aspect of classroom management that worries me is potentially creating bad relationships with students due to mismanagement. I have both been the student, and observed students who soured to a subject because of negative interactions with teachers. This is a situation that I strongly want to avoid, but it might happen. Hopefully I will acquire the tools to do that in this class!

When teaching adolescents it is important to recognize that students will have diverse backgrounds and personal lives. It is important to consider the growth of the student into managerial decisions.

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I define classroom management as guiding the flow of learning, focus, conversation, and work for myself and students.
A classroom community is the (hopefully positive) group dynamic of the people in the class. This should be cultivated and intentionally built, as a team effort. Not dictated by solely by the teacher. IMO.
Something that concerns me is how to address disruptions while not calling out or further alienating the students who is doing the disrupting. I want to help change behavior, not reinforce it.
I think it is important to consider that they are constantly changing; We cannot assume that how the think, the opinions, they hold, etc, truly represent who they are. In fact we should assume instead that they are 'trying on" different identities and priorities, so we need to be patient with them pushing boundaries.

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When I first think of classroom management, I cannot help but think of that military style teacher who yells and bangs a ruler against the desk to get their students to behave. It isn't until further reflection that I realize that classroom management is to have control in a healthy way. Classroom management means that their are healthy rules set in place to create a healthy environment to learn and a space that is safe for others to express themselves.
This healthy view of classroom management is also a great explanation on what a classroom community should be- a place to be yourself amongst others. Community is all about a group of people that have a common goal. They are also a group of people that are very different, but still have respect and appreciation for others.
Areas in classroom management that concern me are when and when not to address certain situations. For instance, when is it appropriate to call out an issue and when is it appropriate to let it go? When is classroom management good to use and when can it become a bigger problem?
One thing that I find really important to keep in mind when teaching adolescents is that when I see my student, it is only for a fraction of their life. Each student has their own background, home life, mental health, accessibility, etc. to deal with. I cannot assume that when the student is in my class my subject is the only thing on their mind. I want to be accepting and an open ear for my students to feel comfortable.

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Classroom management to me is simply the idea of trying to manage the behavior of the classroom so that everyone is given the opportunity to learn. This is not a simple task because for there to be a community in the classroom and there has to be rules and boundaries that are set and kept to.  It also needs to reflect the ideals of fairness, understanding, respect, and caring.

Classroom community to me means the environment that you build within the walls of your class (these can also move outside of them of course). It is the shared respect and understanding that the classroom should be comprised of and also should be something that is determined by the whole group.

For me the concern is finding the balance of holding students accountable for their behaviors and actions in class while not making it a class where students, "sit there quietly and do their work". I want my students to be able to express themselves and find the ways of learning that works for them while also knowing that if people are just running around doing whatever they feel like doing that there will be no class to really have. So finding that balance for me is going to be very important.

I think it is important to consider that all students learn different, and that all students will not be interested in everything you plan to do. But that also there is no humanly possible way to make things so infinitely multifaceted that it will apply to everyone directly. I also think it is important to be open and caring for your students and to always put them first in the things you want to do. So in the case of classroom management the expectations are not for you but for the classroom environment as a whole.

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Reading the prompts for this response, the term management is a little strange for me, I prefer to think of it as an environment or community. Instead of running your classroom like you are the leader and everyone else is a follower or someone under your command, I like to think of the classroom as a place of equality and a place where everyone can feel their opinions and voice are safe. So while classroom management clearly exists, I want to approach it as how can I create the safest environment that I can for my students, not how can I manage this classroom.

When I say community, what I mean by that is that I want my students to feel safe. I want my students to feel comfortable exploring the material and figuring out their opinions by not being afraid to express them.

I feel the aspect of classroom management I will struggle with the most, is when a student calls me out for being wrong. What I fear most as a teacher is being wrong. I have been in classrooms where I feel like the teacher did not know the material well enough to teach it, and being the teacher in that scenario is the scariest thing in the world to me.

I think that the most important thing about teaching people in high school is to treat them like adults. Even if you don't view them as adults, simply treating them like adults goes a long way in building report with the students and getting them to feel safe expressing themselves.

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I struggle with the idea of management because of how rigid, controlling and inflexible it sounds. I was excited to find in the first class already that my impression was wrong. Management does not have to be something that limits certain voices within your classroom but instead fosters a space that serves to elevate their voices.  A healthy use of classroom management creates a safe space where you can have challenging conversations, equitably. This is what a healthy classroom community can look like. This requires building rapport with your students and learning who they are. This allows the teacher to be the leader without any students feeling slighted or minimized. It gives students the platform to use their voice without covering up anothers.

I worry about the discipline aspect of classroom management (and I wrestle with that word in general) managing a classroom. There have to be boundaries, you have to have authority and you need to set high expectations for students but I think we have seen this done incorrectly in the past. I worry about the pendulum swinging too far and letting go of those values which can lead to harm of a different kind.

I think it’s important to see the value in controlled chaos within the classroom. So much community building can come out of those moments where the room is loud and students engagement is heightened. It’s also important to consider which voices are taking up the most space in the classroom and is that equitable? Is every student feeling safe or just the ones that are the majority identity? There are a lot of big ideas to consider and learn about!

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Like a number of my classmates, I had an instinctive suspicion of the term classroom management, because it seems to imply something hierarchical and conforming. On the other hand, it also makes me think of times I was in the classroom as an AVID tutor last year and several students were literally running through the hall outside the room, leaping on and over tables, shouting, and how utterly unable adults present in that moment (myself included) were to rein that situation in. So I want to think about classroom management in a way that is fundamentally anti-authoritarian, but that can also make it possible to establish and maintain a productive learning environment.

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I have to admit, that I have a recoiling response to the term management, likely because of the positions of power that often come with it. However, I know that the term management also includes organization, structure, and planning. In this regard the position of power is something that should be collective and not that which is solely controlled by me. I wish to feel the role of the leader, just as much as the students within the classroom and make great efforts to redistribute positions of power that the term management often encompasses back to the students within the classroom. Because ultimately the organization, structure and planning should be theirs, and reflect what they want to learn, what they find meaningful and be relevant to their lives and experiences. A collaborative process to say the least in which communication in form of student input and voice is at the forefront. Where students are vested in the classroom community in which they have created because they have been involved every step of the way. Where respect is mutual for all involved. This has been the case for my experience student teaching thus far, and am confident that if we have achieved this virtually- we can in a classroom as well.

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To me, classroom management can mean so many different things. When I think about what it means to me, the things that pop into my head are how the teacher conducts themselves in the classroom, how class expectations are conveyed to students, and what the overall classroom environment or climate is. Specifically, how do the students relate and respond to the teacher/environment created by the teacher. The community of a classroom is one of the most important aspects of learning for me personally. How the classroom community receives and acknowledges me greatly impacts my engagement or interest in our work together. I feel so lucky to have experiences such a positive classroom community during this GTEP program, namely the cohort I have been placed in. Because of these positive interactions, I feel my response to this program has been much greater than had I been met with negative feelings or associations with my peers. I believe this sentiment is fairly common with students of all grade levels. My biggest concern with classroom management is how to build the climate in a classroom that best fits such a diverse class of students. How can I possibly meet all of my students needs while building a conducive learning environment for all. When working with adolescents, I think a large importance should be placed on being flexible and not fixed in your classroom management.

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There’s so many implications packed into “classroom management” that feels gross and crunchy to me, and, luckily, that seems to be generally agreed upon by classmates and professors in this program. The phrase implies an authoritative control and “power-over” type of relationship with students. My orientation falls a lot more under the general narrative of the textbook so far, especially in regards to the “engagement focus” perspective.
I think the most defining feature of my idea of classroom management is a foundation in unconditional positive regard. The textbook discussed this without naming it – the idea of “promoting harmonious relationships through anticipation and planning for positive behaviors.” I have trained myself to shift towards this orientation, which is really difficult to keep up in a lot of negativity-focused environments, and it completely changes the dynamics of relationships and my perspectives of people. When kids see that you genuinely trust them and believe in their ability to chill out and not lean into their defenses, they start to believe it themselves.

Another really important aspect of my classroom management style is using humor. I am able to show kids that I don’t take myself seriously, and I am able to make jokes about what’s going on without punching down at anyone. This has been very helpful in working with youth with emotional regulation problems, because they see me modeling calmness and intentionality, and are slowly able to practice it themselves over time.

Curating and fostering a community in a classroom environment involves a commitment to respecting each and every voice, and uplifting the voices of folks who live with marginalized and oppressed identities. It means creating a space where folks feel comfortable to be vulnerable, express themselves, and take risks. It also means explicitly shutting down any forms of violence and discrimination in the forms of racism, sexism, homophobia, transphobia, fatphobia, ableism, etc.

The specific area that I am most concerned with is technology. I want to be able to incorporate it in a meaningful way, balanced with taking a mindful break from social media and the endless distraction of the internet. I recognize my own dependent and obsessive relationship with technology, and I am striving towards more of a digital minimalism in my own life. I hope to be able to work on this with my students as well without completely restricting their use. I want to be able to emphasize the importance of taking time away from technology while also recognizing that they have the freedom to ignore me and use it as much as they please, especially while facilitating class through Zoom. I’m still developing and will continue to develop my philosophy when it comes to technology in the classroom, both in and out of the digital space.

When working with adolescents, it’s important to remember that they’re not little kids and they don’t want to be treated as such. While they may technically still be children, they want to be treated with the respect of being an autonomous human being, and enforcing rigid restrictions on them that belittle their inherent wisdom and intelligence only makes them want to push back.

Adolescents also desperately want to be seen and validated (as we all do!), so I’ve found the endless importance of simply listening when students are expressing themselves, recognizing and validating their unique identities, and celebrating every success, no matter how small.

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In my mind classroom management is largely centered around a schedule, and is marked with assignments, readings, projects, etc. However, the schedule is not static, and changes depending on the needs of the learners. It acts as a guide or reference point-but is not taken as a end all be all.
I would also assert that classroom management is not solely the responsibility of the instructor. In the case of the art room, creating classroom norms around cleaning and maintain the shared art space is essential.
My approach to building a classroom community is currently centered on facilitating a space that embraces all learners. This includes who my learners present as inside/outside of class, their backgrounds, cultures, beliefs, their learning styles, and various needs. I know this will not come easy and will need continuous work, thoughtful discussions, and open minds. In doing so, I hope to guide students towards a deeper understanding of compassion, mutual respect, and the beauty & necessity of diversity on all fronts.
One way this might be achieved is inviting learners to participate in creating a list classroom norms and setting clear expectations. With their help, we can establish ground for an equal playing field. Ideally, the list will be accessible at all times. Maybe on a large wall poster, or in bookmark size for each individual.
Some areas of classroom management that concern me is honestly my own patience. I live with three kids. A high schooler, a middle schooler and toddler. Each are at very different places. And I fully recognize that sometimes my patience wears thin and I have to actively tell myself *don't sound mean when you say this* EX: reminding one that we replace the trash bag after we take it to the bin. Reminding another that coffee cups go here & dinking cups go here. These are household norms we have created (frankly, without their input) and sometimes become so frustrating when things go awry or are misplaced. I am fully aware that once created, our classroom norms will take time to be fully realized and applied.
To follow this, I know it is extremely important to practice patience when with young people. Overall, I know in general, they are trying their best- and trying your best looks different on everyone.

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To explain my philosophy around classroom management, I will use the ontological metaphors provided to me by my readings of Lao Tzu's Tao Te Chin. In the Tao Te Chin, there are verses that discuss leadership and societal ethics. There are also verses that raise the epistemological question, "what questions are worth asking, and what are we as humans capable and incapable of knowing?".

Throughout the Tao Te Chin, Lao Tzu uses the metaphor of water to explain what the Tao 'is' and what it means to follow it. I will also use this handy metaphor to explain my teaching philosophy.

Classroom management is the structure through which your lesson material flows. I imagine that the ideas, the texts and other materials that I possess for my classes are like the water of a grand river, and that the way that I design and manage my classroom is a canal that channels  the momentum of that water (funny enough, the word 'canal' and 'channel' have the same etymological root!).

The right way to teach is like water: It must be fluid, rather than rigid. It must be active, rather than stagnant. If you manage the class in such a way that it engages the students' interests and curiosities, your class will organically be a source of intellectual growth. If you restrict student's free will and create too strict of parameters, the class will become stagnant, repetitive and will not engender new ideas.

The Tao teaches that a good leader "leads from behind" and teaches by example. In the Tao, a just ruler does not use force to impose her ordinances. A good leader commits herself to her work, and when the leader's work is finished, the people say "look! We have done it all ourselves!". This line from verse 29 of the Tao Te Chin resonated with me 4 years the first time that I read it, and it still has the same effect. A good teacher needs to foster curiosity, community building and intellectual inquiry among her students. The easy way to do this is to speak in front of the classroom and preach your ideas to the students (similar to Freire's Banking method of teaching). However, this puts you, the teacher at the center of learning. The way to engender longer lasting intellectual integrity is to gives students opportunities to pose their own questions and create on their own.

Finally, the Tao teaches us that true knowledge really is a fickle and fleeting thing. As is written in the first verse of the book, "the Tao which can be described, is not the eternal tao" to truly understand the world is to try to capture the bubbles in a running stream. It's impossible! My point in mentioning this is that there is a peace in knowing that which is beyond our comprehension. Engaging students in these difficult conversations can serve them well, and help them understand that intellectual humility is something that will help them when they feel that they don't have the answers to the world's problems. I know it has for me! By teaching in a way that practices intellectual humility and encourages inward reflection, I hope to help students discover their own truths and develop ways of thinking that will help them find peace in their lives and their communities.

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Classroom Management not only includes setting expectations and standards for your students but also ensuring that ALL students feel valued and equal.  It means that the students are set up to learn and are supported when they fail.
Classroom community means that students feel safe to learn, express their ideas and grow.  It also includes students feeling like they are in an environment were they are accepted and supported by their peers and their teachers.
I am most concerned about properly supporting all of my learners varying needs.  I am worried that my students won't be able to get individual attention at all times and feel like they don't matter.  I am also worried about engagement.  Specifically as a future Health and PE teacher, I know students are nervous or embarrassed about moving their bodies and expressing their honest opinions but I hope that I will be able to create an environment that feels safe enough for them to do so.
When teaching adolescents, it is important to consider that they are experiencing a lot of change and that they deserve patience and compassion. It is also important to consider that they are in the process of shaping who they are as humans and that the people in their lives can have a huge impact (both positively and negatively)

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I would define classroom management as pertaining to the logistics of everything concerning the classroom including schedule and routine, maintaining a safe and welcoming environment for students, and discipline.
Classroom community means to me a place where students feel safe, accepted, and hopefully engaged.
The area of classroom management that concerns me the most is discipline. While I understand it is important, I prefer it as a means of last resort which might cause me to avoid confronting issues when I otherwise should.
In my opinion, when teaching adolescents, it's important to remember they are experiencing a time in their personal growth where they are trying to figure out who they are. They "try on" a lot of different personas, sometimes personas that are less than charming or desirable. They will make mistakes and have fickle interests and motives so it is important to try to see students for who they are overall rather than who they appear to be on any given day.

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I believe classroom management is a process used by the teacher to navigate students to the right destination. I think of this as the students are trying to drive to get to a destination, let us take driving from Beaverton to the Ne Salt and Straw as an example. I as the teacher tell my learners how to get there, take highway 26 to the 405 northbound, to I5 northbound, then get off at the Alberta exit and head up to 28th street. And my learners are able to start driving but along the way they may take a wrong turn or a wrong exit. It is at these moments where they need to be guided to a new to arrive at their destination. So if a student accidentally takes I405 southbound instead of northbound that is ok because learners are people and they are allowed to mess up. I as the teacher now have a situation I can deal with. I can misguide them and shut them down to where they will never get to their destination. Or, I can tell them its ok and re route them to the Markham bridge or navigate them through downtown over the Steel bridge and up MLK to Alberta. Through the usage of the navigator analogy I am guiding my students back to their destination when they get onto road that is leading them away from the destination.
To me classroom community means the type of culture that is created through the connections that each individual is sharing.
One area of classroom management that concerns me is if there is a situation that breaks out where two students are having to different ideologies that are clashing against each other.
It is important to consider that adolescents are going through immense changes in their life/ These changes being social, physical, emotional, developmental, ect... and that because of this students can become sensitive to certain content/social stimuli

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Classroom management is the process in which teachers use various techniques in order to effectively run their classes as smoothly as possible with little distractions or disruptions.
Classroom community means a great deal to me as a choral teacher and is absolutely necessary in order to have an effective choir. This means that communication and support are highly valued and practiced in my classrooms.
When it comes to classroom management, I am most concerned  with how to deal with disruptive students and power struggles. I do not consider myself a "fighter" and I value peace more than anything.
I believe it is important to consider our student's home lives and personal situations when discussing disruptions in the classroom. We will never know what is going on with our students unless we create a welcoming environment where students feel safe to confide in others.