Teachers' Reflections on Classroom Management.

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) ******************************************************************************** * Reproductions supplied,by EDRS are the best that can be made * * from the original document. * ******************************************************************************** 1 PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS' BEEN GRANTED BY S A ic bc TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Teachers' reflection on classroom management 1 Teachers' Reflections on Classroom Management Sadegul Akbaba* Arif Altun* Classroom management relates to preparing specific rules, establishing a warm classroom climate, and maintaining orderly environment with problem solving strategies. According to Doyle (1986) the study of classroom management is closely related to research on effective teaching, teacher thinking, and classroom discourse. Doyle (1986) claims that "classroom management should be viewed as one major dimension of effective teaching, rather than synonymous with it. the centrality of classroom management to the teacher's role, as well as its relationship with learning, make it worth our while to inquire further about teacher behaviors that produce well-managed classrooms"(p.342). Emmer and Everston (1981) defined effective classroom management as "teacher behaviors that produce high levels of student involvement in classroom activities , minimal amounts of students behaviors that interfere with the teacher's or other students' work, and efficient use of instructional time" (p.342). Classroom control, discipline, and classroom management are the terms that are used interchangeably in the literature of classroom management. According to Stanford et al. (1983) the concept of classroom management is broader than the notion of student discipline. Classroom management includes all the things teachers must do to foster student involvement and cooperation in classroom activities and to establish a productive working environment. According to Doyle (1986) classroom management refers to the *Sadegul Akbaba & Arif Altun are doctoral students in Teachers College at the University of Cincinnati . Emails: akbabasl@email.uc. edu altunar@email.uc. edu -c7" U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) O This document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. BEST COP/AVAILABLE 2 Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. Teachers' reflection on classroom management 2 actions and strategies which are used by teachers to solve the problem of order in the classroom. Classroom control seems to relate to the exercise of teacher power and setting the rules for appropriate behavior and performance within the classroom. These rules can be determined by students, teachers or both (Levin, and Nolan, 1991). On the other hand, Charles (1985) perceives discipline as teacher influence that does three things: 1) keeps students on task, 2) helps them establish responsible behavior, and 3) insists on their exhibiting good human relations. Gloeckler and Simpson (1988) ( Cited in Smith and Misra,1992) defines classroom discipline as "the consistent and continued organization of behavior for the purposes of teaching acceptable ways of behaving in a group situation, for academic achievement, or for personal productive living" (p132-133). Smith and Misra (1992) summarized research results and highlighted the importance of classroom discipline in a regular classroom with the following items. First, it relates to teacher effectiveness. Second, discipline was seen as a major problem by public especially in the last decade upon the increase of drug use among school children (Elam and Gallup, 1989). Third, discipline problems are the major cause of referrals made by regular educators to special education. Fourth, poorly selected disciplinary techniques have a negative influence on students and teachers. In addition, discipline has been reported as the prime stress producing factor in teaching (Abernathy, Manera, & Wrigth, 1985). It was proposed by some researchers that when teachers develop their sense and understanding of the models of disciplines, they will guide their students to internalize those behaviors automatically. Charles (1991), for example, claims that the ultimate Teachers' reflection on classroom management 3 purpose of discipline in classrooms should also be to encourage students to develop selfcontrol over their behavior. When teachers begin to understand and apply the appropriate models of the classroom discipline with the purpose of promoting their students' awareness of self-discipline, they will not only help students internalize this behavior in classrooms, but also will they eventually guide them to carry this behavior "beyond the walls". Over the past 30 years, many studies have been conducted on classroom management. Kounin's (1970) research has been taken as a first study about classroom management (Emmer and Everston, 1981; Stanford et al., 1983; Doyle, 1986). Stanford et al. (1983) summarized the results of the studies as: At the end of each study, measures of student achievement and behavior were used to identify groups of very effective and less effective classrooms' managers. Although both the effective and the less effective groups included teachers with varied teaching style, personalities, and experience, the two groups differed in the classroom strategies they used. Moreover, the roots of a teacher's success or problems in managing a class could often be seen in the first weeks of school (p.56). As Doyle (1983) mentioned teachers' classroom management strategies are important to keep and maintain a healthy classroom climate for effective teaching. These strategies can have either practical or theoretical and/or philosophical backgrounds. Brophy and Rohrkemper' s (1981) study (cited in Jones and Jones, 1990) illustrated that few of the teachers had a clear, consistent philosophy or understanding of how to manage their classrooms. Jones and Jones (1990) believe that teachers can use different methods to develop their own philosophies and practice.