Date of Award
Thesis (On-Campus Access Only)
A Teacher's Tool Box is a analytical paper designed to show evidence and support of various classroom guidance and, discipline techniques and methods being used in elementary classrooms currently. The research describes three specific theories: Assertive Discipline, Behavior Modification, and Logical Consequences, as well as additional considerations when developing classroom management. The observations of Logical Consequences, the conceptual foundation of the paper, took place in a third and fifth grade classroom in a suburban Metropolitan school. I collected artifacts and interviewed students, teachers, and the vice principal to find that this school utilized several variations of Logical Consequences in a school-wide and individual classroom setting. Several similar themes emerged from the research and observations. The analysis of the observations explains evidence, comparisons, and patterns found in the classroom.
The purpose of this paper is to gain insight into classroom management as an integral part of the classroom with various current options and techniques made available for use. This paper is a "tool box" of techniques, interactions, responsibilities, and manifestations of classroom guidance and discipline. The paper offers alternatives and options available for teachers and future teachers to use when they need a boost or new strategy for encouraging proper classroom behavior. The result of this research offers first hand experience of what happens, how specific behavior is prevented, and what teacher-student interactions occur in the classroom. The information provides educators additional resources and additional considerations in building an ever-evolving philosophy of discipline for personal use.
Weiler, Debra S., "A teacher's tool box" (1993). College of Education. 655.