Date of Award

11-6-1996

Degree Type

Thesis (On-Campus Access Only)

First Advisor

Rose Mary Gray

Abstract

As students become involved in their own classroom management, the time for enhanced academic learning increases, and the metaphors school as a factory, and teacher as a disciplinarian, are greatly reduced. Active student participants take responsibility for their own classroom management by identifying problems, expressing solutions, and implementing corrective procedures. This paper examines circumstances which lead to schools and students creating a climate to enhance individual responsibility toward classroom management. Observations of K-5 classrooms revealed active student management --both solicited and unsolicited--giving insight into techniques which can lead to students taking initiative toward personal and group management. Interviews with teachers and staff provide opinions and attitudes toward positive discipline techniques, and the student's role in the process.

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