AbstractMy philosophy of classroom management is a constant work in progress, but based on personal experiences and leading management theorists I have developed a basic philosophy that guides me through student teaching and the first years as a teacher. The core tenets of my philosophy are rooted in creating classroom community and mutual respect between students and teacher. The following essay outlines the theorists who have influenced my philosophy and the ways in which I intend to implement my management philosophy. The foundation of an effective classroom is a strong and supportive classroom management plan. The first obstacle many new teachers must overcome is the ability to maintain control of the classroom they teach. As I begin to develop my management philosophy, I turn to management theorists to develop a plan that models an effective management style while reflecting my personality. Rooted in my core beliefs about students that all students can learn, a classroom is a community, and mutual student/teacher respect is invaluable, I began to develop a unique classroom management philosophy. My philosophy reflects theorists Rosemary and Harry Wong, William Glasser, Alfie Kohn, and Fred Jones. When I begin my career as an educator I will turn to the studies of these theorists to continue creating a personal management plan. The management of a classroom should first and foremost reflect the personality of the teacher who leads it. I am not a strict disciplinarian, nor am I a person willing to be walked all over. My management philosophy will reflect who I am. My classroom will be built on mutual respect between the paper center and my room, giving minimal time for student misbehavior. By meeting my students' basic needs, mutual respect will develop and a learning community will be created within my classroom. Positive behavior will be maintained through educational incentives and a hierarchical and structured disciplinary plan. References Bartel, V. B. (2005). Learning communities: beliefs embedded in content-based rituals. Journal of Early Childhood Education, 33(3), 151-154.Charles, CM. Building discipline in the classroom. Boston: Pearson Education, 2010. Print Malmgren, K. W., Trezek, B. J., & Paul, P. V. (2005). Classroom management models applied to the secondary classroom. Clearing House, 79(1), 36-39. Sayeski, K. L., & Brown, M. R. (2011). Develop a classroom management plan using a tiered approach. Teaching exceptional children, 44(1), 8-17.