Mia’s Blog Post
Mia Petrtyl
When I first thought about classroom management, I honestly pictured it as just keeping students quiet, organized, and on task. But after exploring my question: to what extent should control in the classroom come from the teacher versus be co-constructed with students, my perspective has really shifted. I’ve started to see classroom management as less about control and more about building a community.
Looking at thinkers like John Dewey, Paulo Freire, Bell hooks, Alfie Kohn, and Maria Montessori really challenged my thinking. They all highlight how important it is for students to have a voice and to be active participants in their learning, not just people who follow rules. That made me realize that when students are involved in creating classroom expectations, they’re more likely to actually care about them and take responsibility.
At the same time, I don’t think it’s realistic, or even helpful for that matter, for teachers to give up control completely. Students still need structure, clear expectations, and guidance to feel safe and supported. What I’ve come to understand is that it’s not about choosing one or the other, but about finding a balance.
Going forward, I want my classroom to feel like a place where students have a say, feel respected, and are part of a community, but also where there is enough structure to keep things running smoothly. For me, classroom management is no longer about control, it’s about connection, trust, and shared responsibility.
I also recognize that this balance won’t always be easy to achieve. There will likely be moments where I need to step in more directly, and others where I need to step back and let students take the lead. Being flexible and reflective will be important as I learn what works best for different students and situations.
Ultimately, this inquiry has helped me realize that the kind of teacher I want to be is one who listens, adapts, and builds relationships. If students feel valued and included, I believe they are far more likely to engage, take ownership, and contribute positively to the classroom community.
