Date of Award

6-1997

Degree Type

Thesis (On-Campus Access Only)

First Advisor

Elaine Coughlin

Abstract

Effective classroom management strategies are essential to teaching. The purpose of this qualitative study was to answer the question, "How can a teacher encourage self responsibility in his/her students and maintain effective classroom management?" A large part of my study was based on effective classroom management strategies identified by the Center on Evaluation Development and Research (CEDR) that incorporated a variety of philosophies. This study took place in an elementary school located in an urban area of the Pacific Northwest. The participants were fifth grade children. Information was gathered in the classroom through a variety ·of methodological approaches including observations and interviews. In order to protect the participants' rights to privacy and anonymity I have provided pseudonyms for all participants in this study. After many months of researching literature, collecting data, and conducting observations, various effective classroom management strategies emerged that a teacher can carry out while encouraging student responsibility. These include: applying logical consequences, establishing clear expectations and rules, giving ownership to the students, and encouraging problem solving and critical thinking. I learned that respect is present in a classroom only if it is earned by both the teacher and students. The empowerment that Mrs. Johnson gives her students fosters their responsibility and independence in addition to the respect that they hold for others. It is my intention that the following paper can and will provide valuable insight into effective classroom management strategies that promote student responsibility. This study has been a positive learning experience for me and I hope that it will broaden the awareness of educators and encourage them to evaluate their own classroom management philosophy.

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