action research final classroom management
TRANSCRIPT
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Introduction
A Frightening Conclusion
I have come to a frightening conclusion.
I am the decisive element in the classroom.
It is my personal approach that creates the climate.
It is my daily mood that makes the weather.
As a teacher I possess tremendous power to makea childs life miserable or joyous. I can be a tool of torture
or an instrument of inspiration.
I can humiliate or humor, hurt or heal.
In all situations, it is my response that decides
whether a crisis will be escalated or deescalated,
and a child humani!ed or dehumani!ed.
"aim #inot, $etween %eacher and Child
Classroom management has received a great amount of attention in recent years and is
currently the number one problem for educators in America. &hen one attempt to define the
term classroom management, one immediately assumes it is the need to discipline negative
behavior in the classroom. &hat do I have to do to get students to apply themselves to their work
and stop fooling around and being disruptive' ()stablishing a wellorgani!ed plan for classroom
management at the outset of the year is essential for a peaceful and calm classroom that is
conducive to instruction and learning for students with a variety of academic, social, and
behavioral needs* + Capi!!a, -- p. /0. Although, students negative behavior and negative
attitude is a major component, classroom management is the concern of how things are done in
the classroom, rather than the concern of how students behave. Classroom management has no
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penalties or rewards, where as discipline has penalties and rewards. From the students
perspective, effective classroom management involves clear communication of behavioral and
academic e1pectations, as well as a cooperative learning environment +Allen, -/-0.
2any teachers devote a disproportionate amount of time and energy disciplining their
class rather than managing their class. According to 3emov +-/-0 great teaching is an art.
(#reat art relies on the mastery and application of foundational skills learned individually
through diligent study +3emov, -/-, p. /0.* An effective teacher has mastered the art of
managing their classroom. 3et us consider a store owner. 4tore owners do not discipline a store5
they manage a store. 3et us consider a coach. Coaches do not discipline a team5 they manage a
team. %eachers do not discipline a classroom5 they manage a classroom.
)ffectively managing a classroom is possibly the most difficult aspect of the art of
teaching. 6nce a teacher loses control of their classroom, it becomes increasingly more difficult
for them to regain that control. 7esearch shows that the time a teacher has to take to correct
misbehavior caused by poor classroom management skills results in a lower rate of academic
engagement in the classroom. In order for teachers to successfully teach and students to
academically succeed5 an orderly classroom environment with minimum disruption to bring
behavior under control is needed. %here must be a carefully planned techni8ue system of
procedures, rules and routines that creates an atmosphere to learn. %he teacher is the key variable
in the classroom. %his study will e1amine the progressive ideology that students should be able
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to govern themselves and the conservative ideology of a structured classroom environment and
their effects on students academic achievement.
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Statement of Problem
6ur public schools are failing our students, particularly minority students from low
income backgrounds. As prospective educators, in an urban environment, the educational
ine8uality our students are facing is our greatest challenge. &e are prepared and dedicated to
working towards closing the achievement gap between lowincome students and highincome
students and preparing all students to succeed in college. $efore we can do this we need to fully
understand why our innercity schools are failing our children, particularly lowincome minority
students'
%here is a lack of classroom management being effectively enforced in elementary
schools, thus, making daily instruction more challenging for the teachers and learning more
challenging for the students. 6n a daily basis inservice and preservice teachers are faced with
disruptive behavior in their classroom, which results in wasted instructional time. 9ublic schools,
especially in urban areas do not spend a sufficient amount of time establishing routines, rules and
practicing procedures. 4tudents should not be e1pected to learn and master classroom procedures
within the first week of school or be able to govern themselves. &ell thought out and planned
procedures must be e1plicitly taught and practiced throughout the school year. 7esearchers
believe, when there is a clear set of classroom management techni8ues in line, teachers can
establish an effective learning environment.
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(&hen teachers have a rich management and discipline repertoire, students become more self
disciplined, minimi!ing the need to refer students to the office and ma1imi!ing instructional time
with greater opportunities to teach and learn* +Freiberg, "u!inec, : %empleton, --,p.;;0.
)ducators need to consider whether they have eliminated all instructional impediments
and distractions in the classroom. It has been argued that establishing classroom
procedures
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Review of Related Literature
I. %he need for Classroom 2anagement
&hen discussing tools to effective teaching that leads to authentic learning, no longer can
the term classroom management go without significant acknowledgment. Classroom
management is defined as a (multifaceted concept that includes the organi!ation of the
psychical environment, the establishment of rules and routines, the development of effective
relationships, and prevention of and responsive to misbehavior* +#arrett, --=, p.>?0. 2anaging
behavioral issues have been problematic in classrooms across America for decades, and
although, this is a prevalent issue in schools, there remains a lack of intervention. According to
Capi!!a +--0, if you ask a group of teachers what they are most concerned about in their
classrooms or schools, it is likely that student behavior will come up as one of the greatest@if
not thegreatest@issues. rban schools are increasingly seeing more egregious student behavior,
which., suggests the urgent need for effective classroom management, specifically in urban
schools in high poverty area. It is believe that classroom management will be a greater challenge
in for urban schools in highpoverty neighborhoods because (the schools themselves are under
greater pressure to maintain a safe, orderly, academic environment, and teachers may not be
supported by the schools administration in building this environment* +&einer, -/-, p.>-;0. It
is almost impossible for cooperating and preservice teachers to successfully complete a lesson
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because too much time is spent on addressing disruptive behaviors. As preservice teachers in an
urban school, we have e1perienced, firsthand, the need for a more effective classroom
management system in the urban schools. A study conducted by &einer +-/-0 to understand
why classroom management is such a problem in the urban schools, found that (so much in the
school environment undercuts the social norm re8uired for high academics functioning in urban
classrooms, successful urban teachers must deeply embed classroom management in every
aspect of classroom life, making the teaching of social skills a refle1ive part of instruction +p.
>-0. %he ideal classroom environment will have (fewer disruptions during instructional time,
better teacher planning, classroom organi!ation, and student engagement, +this will0 allow for
more learning time* +&einer, -/-, p.;B0.
4tudies have also shown that in a 8uest to understand many classroom behaviors one
must consider classroom settings and 8ualities. owner, 3a 9aro, 9ianta, and 7imm
Daufman +--?0 argue that, (teachers in these higher8uality classrooms use proactive
approaches to disciplineE they establish stable routines, monitor their students carefully to
keep them engaged, and manage behavior problems proactively* +>=-0. In their study on
classroom settings and 8ualities to childrens behavior5 three pertinent findings were
discovered. (First, classroom setting appears to be related to childrens engagement and
behavior toward peers. 4econd, as classroom 8uality is graded higher, the occurrence of the
problem behaviors +non compliance with teacher re8uests, off task behavior0 is reduced in
structured teacherdirected classroom and whole class settings. %hird, as classroom 8uality is
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rated higher, the rate of childrens social conversation and cooperation with peers is greater
in smallgroup settings. %hese findings taken together, contribute to an understanding of the
ways in which teachers decisions regulate childrens classroom behavior* +owner, 3a 9aro,
9ianta : 7immDaufman, --?, p.>=0.
In Freiberg, "u!inec, and %empletons +--0 study, they used a program which
emphasi!es preventing discipline problems before they begin and improving classroom climate.
%hey concluded in their study that when an instructional management program Consistency
2anagement : Cooperative iscipline was implemented the elementary school students did
better than the control students in reading and mathematics. "iggins and 2oule +--0 did a
study to compare an education programs take on classroom management and what really goes
on at an urban school pre service students attended. %he study notes that (%hey claimed that
strong emotions, strict guidelines, and consistency +strategies, boundaries, routines, etc.0 led to
students feeling both safe and comfortable in the classroom* +p./>?0. %he preservice teachers
acknowledge the teachers to be (assertive, aggressive, and harsh* +p./>?0, but the strategies
yielded high academic e1pectations. In another study done to get student teachers conceptions of
classroom control, ohnson +--/0 found that one of the student teachers thought (providing
them with fun lessons and unlimited choices, will allow for student growth and wellrun
classrooms +ohnson, --/, p.///0*.
II. %he %hree Approaches to Classroom 2anagement
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%hree approaches to classroom management, noninterventionist, interventionist, and
interactionist, currently in use in classrooms around the nited 4tates were closely e1amined
in nal : nals study. Although, the study was done to compare beginning and e1perienced
teachers perceptions of classroom management beliefs and practices at an elementary
school5 the study revealed the (three approaches to classroom interaction,* +nal : nal
--, p.?;0. %he noninterventionist approach is used in a student centered environment.
%he idea behind this approach is (for the teacher to demonstrate empathy toward students to
devise compromises in an effort to provide opportunities for students to self correct
inappropriate behaviors and learn to manage their own behaviors* +p.?;0. According to
ohnson +--/0 the noninterventionist approach is also described as the nurturance
conception of classroom control where (fun lessons and letting students decide, at the
e1pense of classroom order +ohnson, --/, p.///0*. %he interventionist approach is the
e1act opposite and typically used in a more traditional teacher centered environment.
According to nal : nal +--0, (the interventionist tends to take control of the situation
by implementing immediately a disciplinary tactic to control behavior.* isciplinary tactics
used by interventionist teachers to control the environment may include isolation, physical
restraints, modeling, and reinforcement +p.?;0. ohnson +--/0 describes this as a
dominance conception of classroom control where, the personal power and authority of
teachers is displayed by demanding students to listen, starting out strict and the use of
punishment to keep students behaving well +p.///0. %he interactionist is between the non
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interventionist and interventionist. %he interactionist approach to classroom management
strives to find solutions that are satisfactory to both teacher and student, employing some of
the same techni8ues as noninterventionists and interventionists +p.?=0. ohnson +--/0 lists
this as the rule based conception to classroom control where, (emphasis is placed on the
importance of establishing and consistently enforcing class rules5 wellplanned, wellpaced
lessons5 and monitor students to prevent misbehavior from occurring* +p.///0. %his approach
still allowed teachers to be nurturing while applying forms of discipline. nal and nal
+--0 found (that neither beginner nor e1perienced teachers were found to be non
interventionist on any of the subscales of classroom management* +p.BG0. %he beginner
teacher favored the interactionist approach while the e1perienced teacher favored the
interventionist, (none of the groups were in favor of allowing students to have full control or
to have the primary responsibility of developing their own rules* +nal : nal, -- p.BG0.
III. 4upporters of %eacherCentered Classroom 2anagement
%he need for classroom management skills has not diminished during a time when school
reform has put the spotlight on academic testing and student achievement. %here are many
theorists and practitioners who are in favor of implementing strong classroom management
practices. It is argued that an educator cannot be considered a highly8ualified teacher without a
mastery of sound bestpractice strategies for managing classroom time, space, and student
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behavior +Allen -/-, Clement -/-, 3emov -/-0. Classroom management is essential for
academic success, therefore (creating the best learning environment possible is the primary focus
of the classroom teachers responsibility* +2artin, 2ayall, Hin, --B0. According to 3ewis
9almer, 2errell, 7einke +--=0, classroom management is directly tied to levels of student
involvement and academic achievement, making it an important component of teaching. &hen
Clement +-/-0 was immersed in her undergraduate teacher program >- years ago professors
told their students that (if you write a good enough lesson plan, you wont have discipline
problems.* %oday, >- years later, Clement +-/-0 tells teacher education candidates that, (you
will not even get to teach your perfectly written lesson plan if you dont have a classroom
management plan in place.*
A lack of effective classroom management practices leaves a breeding ground for
negative adverse behaviors in the classroom such as bullying, which results in less instructional
time, poor student performance. Classrooms that are managed in ways other than with an
authoritative style, a bullying culture can develop. %here is a connection between how teachers
treat their students, which is e1pressed through their classroom management approaches, and the
presence or absence of bullying in a classroom. Classroom management practices contribute to a
conte1t or culture that either promotes or discourages bullying +Allen, -/-0. ot only are
teachers accountable for students academic achievement, but, they are also e1pected to provide
a safe and orderly learning environment5 given these facts classroom management is an
understandable concern for novice teachers as well as e1perienced teachers +7osas : &est
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--0. 4tudies that investigated the impact of classroom management and bullying discovered
that not only did classroom management correlate with whether bullying took place among
students, but they also discovered that there was a mediating variable related to whether bullying
occurred at all. %he mediating variable was the social structure of the class. %he social structure
included the informal relationships that developed in the class. &hen teachers care about
students, when they organi!e classrooms such that positive student relationships develop, and
when they manage learning and behavioral issues in positive, educative ways, students are far
less likely to engage or e1perience bullying +Allen, -/-0.
"aving strong authoritative classroom management practices will allow teachers to
achieve teaching e1cellence along both academic and social dimensions and may be the antidote
to two pressing educational problems +&alker --0. According to &alker +--0 the number
of students who consistently e1perienced a classroom with high8uality instruction and a healthy
emotional climate was astonishingly lowE ;J. )ffective classroom management may be able to
reduce the nations depressing student dropout rates. It has been proven that academics are not
the only reason students drop out. Feelings of isolation and frustration also contribute to
disengagement +7oeser, 2idgley, : rfan /B0. )ffective classroom management, according
to &alker +--0, may also stem the alarming rates of teacher attrition and burnout as well.
4tudent misbehavior is a factor in teacher burnout and the decision of novice teachers to leave
the profession +Allen, -/-0. As many as ?-J of new teachers leave the field within five years,
and -J of those who stay say they would choose another profession if they could +)A, -->0.
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IK. 4upporters of 4tudentCentered Classroom 2anagement
Although, there are many supporters of an authoritative, teachercentered, approach to
classroom management, there are also those who favor a more progressive, studentcentered
approach to classroom management. %he argument against the traditional classroom
management practices is that teachers are not effectively managing their class or teaching their
students discipline. ewey, Dilpatrick, and 2ontessori are amongst the theorists who believe
children learn discipline by taking responsibility of their own learning. 2aria 2ontessori +//0
is a firm believer that (discipline must come through liberty* +p. ?>0. (&e call an individual
disciplined when he is a master of himself, and can, therefore, regulate his own conduct when it
shall be necessary to follow some rule of life* +2ontessori, //, p.G?0. 4he states this is
something (difficult for followers of commonschool methods to understand* +p.G?0. 2ontessori
+//0 worked to alter the hierarchy in a traditional classroom and move away from the
traditional authoritarian role of the instructor. "er method re8uires educators to be passive
observers who simply guide the students to knowledge as to not (suffocate the activity of +their0
pupils.*
2ontessoris pedagogy, as those of ewey +/>;0 and Dilpatrick +//=0, follows a belief
of constructivism rather than behaviorism. 2ontessori +//0 strongly encourages educators to
be observers of students activities and not restrict the students mobility with unnecessary
discipline. A student will learn when that student is actively engaged in an assignment, problem
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solving and constructing their own understanding. 3earning does not take place as a form of
animal training or in hopes of receiving meaningless rewards. Choi and 3ee +--0 mentions that
the techni8uesoriented discourse and approach to classroom management oversimplifies the
issue by assuming that everything about classroom management is a wellstructured problem +p.
/->0. %he traditional, behaviorist, classroom management techni8ues have not caused significant
changes in student behavior. 7ather, it has limited the ability of the learner to become self
directed and selfdisciplined, a necessary condition for the use of more comple1 instruction in
teaching and learning +Freiberg : 3amb --0. Dilpatrick argues that if students are involved in
social aims and their own purposeful learning, they will naturally develop moral responsibility
and character education, +//=, p.G;0. According to ewey +//B0, much work in school consist
of setting up rules (by which pupils are to act of such a sort that even after the pupils have acted,
they are not led to see the connection between the result +ewey, //B p.G/0.*
According to Freiberg : 3amb +--0, a personcentered classroom creates a balance
between the wants of the teacher +the &0 and the efforts and needs of the students +the )0,
forming a collective classroom &), including all persons in a classroom. A teachercentered
approach to classroom management fails to create that balance. %eachers and students are urged
to jointly construct a conte1t that is, an (ongoing dynamic accomplishment of people acting
together with shared tools* +oyle, -- :7ussell /;0. %o achieve the goal of order +i.e.,
student cooperation0, a teacher must organi!e classroom life and recruit, invite, persuade, or
convince the students to join forces with her or him in participating in events for specific periods
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+oyle, --, p. /?=0. A personcentered classroom management approach is argued to facilitate
higher achievement, have more positive learning environments with stronger teacherstudent
relationships than teachercentered or traditional classrooms +oyle --, Freiberg : 3amb
--0. According to oyle +--0 the classroom is not simply a background or a container for
teaching and learning, a neutral and synthetic space in which teachers and students happen to be.
Classrooms, rather, are systems of interrelated activity segments that are tangible and powerful
partners in construction of what happens in these environments +oyle, --, p. /?;0.
It is also argued that there is a need to establish (culturally responsive classroom
management practices.* 3iterature on classroom management has paid very little attention to the
issue of cultural diversity. 7esearchers, such as 2ilner : %enore +-/-0, have argued that
classroom management and diversity are inseparable.
(Conse8uently, teacher concerns about classroom management are sometimes e1acerbated in
urban settings, where students languages, e1periences, ethnicities, religions, and abilities may be
highly diverse and may or may not be shared by the teacher +2ilner : %enore, -/-, p. ?B/0.
According to 2ilner : %enore +-/-0, %eachers are sometimes pressured and closely monitored
by their administrators to follow a set frame of referral, discipline, and management, which can
make it difficult for teachers to employ culturally responsive classroom management. %eachers
can e1perience less than ideal support from administrator5 conse8uently, their students may
believe that the teachers (forget to care* about them. In a highly structured classroom
environment we run the risk of teachers giving information and students having little +if any0
voice and perspective in the learning environment. A study conducted by 9oulou +--0
revealed that skills which facilitate interpersonal and intrapersonal relationships such as ones
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related to mutual respect, inclusion, influence or attentive listening are more fre8uently e1ercised
than skills that promote a sense of community, according to teachers and students perceptions.
%his approach can result in a vicious cycle that is tantamount to Freires +/=0 notion that
students are often passive participants in their own learning, with teachers constantly attempting
to pour knowledge or information into (empty vessels.*
(%he systemic and institutionali!ed nature of teachers work in urban and diverse schools
seems to follow several layers. %he administration taking their cues from thesuperintendent who is interpreting national and state guidelines, for instance, has set of
policies and e1pectations about how teachers classes out to run +e.g., 8uietly, orderly0,
which creates a dilemma for teachers. 6ptimal learning can occur without student seated
in silence. %eachers, in turn, in their attempts to meet institutional e1pectations developand implement management strategies that reify systems of oppression and voicelessness
among students. 4tudents, in turn, resist these systemic parameters, and chaos,
disconnections, and +mis0management result. %he desire for order and control +oguera,-->0 on the classroom level can be connected to teachers goal to improve test scores.
%eachers prepare students to follow directions and to (obey* orders for the world of work
+Anyon, /=-0, and these decisions can be motivated and shaped by institutional andsystemic pressures far beyond teachers control, +2ilner : %enore, -/-, p. ?B?;-0.*
K. 4upporters of a hybrid of %eachercentered and 4tudentcentered classroom management
%here are theorists and practitioners who seek to marry the two schools of thought.
)ffective classroom management according to %russell +--=0, is implementing positive
behavior support +9$40. 9ositive behavior support is a general term that refers to the application
of positive behavioral interventions and systems to achieve socially important behavior changes
in our classroom +.4. epartment of )ducation, ---0. 3emov +-/-0, provides educators with
G techni8ues that will assist a teacher in setting his
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classroomE /-- percent. If you dont achieve this, you make your authority subject to
(interpretation, situation, and motivation.* A teachers goal is to get /-- percent compliance so
that you can teach. %his is one of the popular techni8ues in 3emovs book that takes into
consideration the teachers authority as well as the students emotions. 3emov provides teachers
with si1 levels of the least invasive forms of intervention to achieve /--J compliance without
out the constant, timeconsuming disruptions. %he first least invasive form of intervention is the
nonverbal intervention, which can be a gesture or eye contact with offtask students while doing
something else. 9ositive group correction is the second least invasive intervention. %his is a
8uick verbal reminder to the group about what students should be doing and not what they
shouldnt be doing +e.g., &ere following along in our books rather than Hou shouldnt be
writing now0. Anonymous individual correction is a 8uick verbal reminder to the group that
makes it e1plicit that not everyone is where they need to beE (&e need two people to track the
speaker.* 9rivate individual correction is when and if you have to name names seek to correct
privately and 8uietly. 3ightning8uick public correction when you are forced to make individual
student corrections during public moments limit the amount of time a student is onstageE*
ennifer I need your eyes,* is 8uick, confident and effective. %he ideal situation in a class,
according to 3emov, is to solve a case of noncompliance 8uickly successfully and with the least
possible disruption to the whole class. %he si1th and final form of intervention is the most
invasive form, conse8uences. If a situation cannot be addressed 8uickly and successfully
without a conse8uence, the conse8uence must be given so that instruction is not interrupted
+3emov, -/-, p. /;G0.
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Although, endless studies have been done on all three approaches to classroom
management it is still our responsibility as action researchers to evaluate which approach is the
most effective approach to classroom management and which approach to classroom
management will lead to the academic success of our students.
Statement of Hypothesis
"7/E 6ver a period of B weeks, 2s. 4t. 9ierre and 2s. &illiam will plan and deliver a
series of lessons to a first grade class in two different settings +charter school and public school0.
For the first half of the study, weeks, the teachers will implement a progressive, student
centered classroom environment5 where the students are allowed to govern themselves. uring
the second half of the study the teachers will implement a conservative, teachercentered
classroom environment5 where a military style of discipline will be used. uring the final
weeks the teachers will implement a hybrid of teachercentered and studentcentered classroom
management5 where the students have procedures to follow and the teachers utili!e actionable
techni8ues to manage the students behavior.
%he two teachers will assess their students in the form of test and other written work to
ascertain which classroom management method yielded the best academic performances. %he
two teachers will also do a comparative study to determine if their findings were similar.
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"7E sing classroom management procedures and techni8ues during threefour >-
G?min lesson a week for a B week period will increase academic success in reading and writing
for /stgrade students at 94 L in 2anhattan and L Charter 4chool in $rooklyn.
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Method
Participants
%he researchers selected two first grade classrooms, one at a charter school and the other
a public school to conduct the action research. L Charter school is located in $rooklyn, H and
94 L is located in ew Hork, H. $oth classrooms have a total of G= students.
%he research will take place within a si1 week period. %he first two weeks of the study
the teachers will implement a studentcentered classroom management approach. %he ne1t two
weeks of the study the teacher will implement a teachercentered classroom management
approach. %he final two weeks of the study the teachers will implement a hybrid approach using
the 3emov techni8ues. After each approach the teachers will assess the students academic
achievement.
Instruments
%here will be two surveys one for student and one for teacher. 4urveys will be distributed
to students in both schools to get students feedback on some of the techni8ues they prefer in the
classroom. %he goal of the survey is to assess how the students feel about the use of techni8ues
and
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%he action research will be from B weeks covering a series of )3A phonics, reading and
writing lessons four to five times a week for >-G? minutes. 7unning records and writing pieces
will be analy!ed from both schools to determine the results.
Experimental Desin
Procedure
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7eferences
Allen, D. 9. +-/-0. Classroom management, bullying and teacher practices. The Professional
Educator, 34(1).
Clement, 2. C. +-/-0. 9reparing teachers for classroom managementE %he teacher educators role.
Delta Kappa Gamma Bulletin, ;;+/0, G/GG,
Choi, I. , : 3ee, D. +--0. esigning and implementing a casebased learning environment for
enhancing illstructured problem solvingE classroom management problems for
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Capi!!a, A. 2. +--0. 4tart the year off rightE esigning and )valuating a supportive classroom
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ewey, +//B0. emocracyand )ducationE An Introduction to the 9hilosophy of )ducation. In
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owner, . %., 3a 9aro, D. 2., : 9ianta, 7. C., 7immDaufman, 4. ). +--?0. %he Contribution
of Classroom 4etting and Muality of Instruction to Childrens $ehavior in Dindergarten
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oyle, &. +--0. 4ituated practiceE A reflection on personcentered classroom management. Theor!
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Freiberg, ". ., "u!inee, C. A., : %empleton 4. 2. +--0. Classroom 2anagement@a 9athway
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