Teachers Reflections on Classroom Management.Report as inadecuate

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This study examined 14 sixth grade teachers' opinions about classroom management, gathering information from an online discussion group conducted during the summer of 1997. Researchers selected and analyzed the teachers' opinions using content analysis according to the tenets of three classroom management theories: (1) the non-interventionist (based on a philosophical and psychological belief system commonly called humanistic or student-centered); (2) the interactionalist (based on both behavior and feelings); and (3) the interventionist (based on the basic tenets of behavioral psychology). The data analysis used seven basic questions developed by Levin and Nolan (1991) (e.g., who has primary responsibility for controlling student behavior?; who should develop rules and standards for appropriate classroom behavior?; how quickly should the teacher intervene when management problems occur?; and what teacher power bases should be used most frequently to control student behavior?). According to the results, teachers' reflections on classroom management represented various approaches. Nine teachers used the interventionist approach, three teachers used the interactionalist approach, and one teacher used both. None used the non-interventionist approach. Novice and male teachers perceived their classroom management style as interventionist. (Contains 17 references.) (SM)

Descriptors: Classroom Techniques, Discipline, Elementary School Teachers, Grade 6, Humanistic Education, Intermediate Grades, Student Behavior, Teacher Attitudes, Teacher Expectations of Students, Teacher Student Relationship

Author: Akbaba, Sadegul; Altun, Arif

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=12301&id=ED425148


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