The purpose of this study was to explore productive ways to manage our classrooms and in turn promote greater learning. To do this, I broke my research down into four general themes: program design, student-teacher interaction and communication, classroom dynamics, and discipline. More generally, this is how we organize our teaching, how we interact with students, the personality of the class and classroom, and how we overcome problems in the class. The research in my literature review helped me define these as essential components of classroom management. My research took place in a small, private high school located In Oregon. The participants in my study were all eleventh grade United States History students and their respective teachers. I gathered information inside and outside the classroom using a variety of methodological approaches. These include observation, interview, and survey. When I concluded the research, I organized vanous field notes, interviews; and completed surveys into the four classroom management categories I listed above. This allowed me to find patterns in my specific data, compare them with other data in the same category and then make general conclusions. The conclusions were then recorded and analyzed for their relevance. What I found was strong support for a more humanistic approach to teaching, an approach that empowers the students' not just the teacher. However, the research also showed the importance of increasing expectations and accountability of the students as well. If done in connection with each other they will result in a more effective classroom experience.
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