Having a classroom management plan is essential for every teacher; however, altering this plan is also essential depending, on the time frame of the day, or the length of a class period. When a teacher is scheduled to teach different class periods at different times of the day, he/she also will be faced with changing behaviors due to the class schedule. ' All teachers must be prepared to deal with these issues. The purpose of this study is to investigate daily schedules and their implications for classroom management in two junior high school classrooms. The study covers different techniques teachers use to help control the classroom, and looks at students and how they behave during different parts of the daily classroom schedule. In this study I observed two junior high school teachers and the methods they used to implement classroom management. Observations of both teachers were used along with several informal interviews of both students and teachers. Conclusions of this study show that the first period of the day requires the least amount of classroom management. The remaining periods of the day require about equal amounts of management implemented by the teacher. The data also shows that teachers who incorporate themselves into the lesson will spend less time implementing classroom management.
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