The purpose of this qualitative research study was to answer four research questions: 1) What are some of the effective classroom management strategies used in an urban 4/5 grade classroom? 2) What influence does the student population have on the management strategies used in a particular classroom setting? 3) What non-verbal techniques do effective teachers. use to maintain positive classroom management and/or behavior? and 4) What reinforcers and consequences are used to encourage the expected behaviors in the .classroom? I determined some of the classroom management . strategies and techniques being used to create an environment which promotes learning, keeps students on task, and minimizes disruptions and discipline problems. This qualitative research took place In an urban elementary school. The classroom that I observed was a 4th and 5th grade blend of students. The students were predominantly from low socioeconomic status homes and were of predominantly minority racial backgrounds. The data were gathered through observations and interviews. To ensure the prIvacy of those I observed or interviewed, pseudonyms have been given to all of the participants in this study. After compiling my data, I came to a general conclusion that effective classroom management does not corne in a neatly packaged kit. It is the individual teacher's responsibility to find a system which works best for the teacher and the students in the classroom. This system can incorporate a combination of techniques from leading theorists in the field of effective classroom management strategies. The teacher in the classroom that I observed for this qualitative research obtained effective classroom management through a variety of theories and techniques. including a program similar to Canter's Assertive Discipline. Behavior Modification, positive reinforcement, and the teacher's ability to demonstrate "withitness" and "overlapping."
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