C572_Task_3 A. Philosophical Statement My classroom management philosophy is to provide my students with praise and recognition when they do something correctly, but to also have consequences for any misbehavior. By h
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C572_Task_3 A. Philosophical Statement My classroom management philosophy is to provide my students with praise and recognition when they do something correctly, but to also have consequences for any misbehavior. By having a philosophy that is based on the students behaviors allows me to modify it to be individualized for each student. All students are different, have different home lives, and have different qualities in learning. So by providing students with positive reinforcement for good behaviors will help build their confidence, they are then more likely to continue those positive behaviors. Students that receive negative reinforcement, or consequences, because of their negative behavior will likely change those behaviors so they will begin to receive positive reinforcement. B.F. Skinners Behavioral Modification Theory supports my philosophy, because we both believe that behavior can be changed through consequences and reinforcement (Halper, 2018). Halper (2018) states “The major goal of behavior modification is to replace undesirable behaviors with acceptable ones.†I want to create a classroom where the students want to succeed, but also to know its okay to learn from their mistakes. B. Classroom Expectations and Rules One way I would establish the rules and expectations of my classroom would be to include the students in on the process. With the students helping in the development of the rules and expectations I, as the teacher, will be able to begin to get an u. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . .
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