Teachers' Reflections on Classroom Management.

Autor/inn/en	Akbaba, Sadegul; Altun, Arif
Titel	Teachers' Reflections on Classroom Management.
Quelle	(1998), (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Classroom Techniques; Discipline; Elementary School Teachers; Grade 6; Humanistic Education; Intermediate Grades; Student Behavior; Teacher Attitudes; Teacher Expectations of Students; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Klassenführung; Disziplin; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 06; 6. Schuljahr; Schuljahr 06; Humanistische Bildung; Mittelstufe; Student behaviour; Schülerverhalten; Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	This study examined 14 sixth grade teachers' opinions about classroom management, gathering information from an online discussion group conducted during the summer of 1997. Researchers selected and analyzed the teachers' opinions using content analysis according to the tenets of three classroom management theories: (1) the non-interventionist (based on a philosophical and psychological belief system commonly called humanistic or student-centered); (2) the interactionalist (based on both behavior and feelings); and (3) the interventionist (based on the basic tenets of behavioral psychology). The data analysis used seven basic questions developed by Levin and Nolan (1991) (e.g., who has primary responsibility for controlling student behavior?; who should develop rules and standards for appropriate classroom behavior?; how quickly should the teacher intervene when management problems occur?; and what teacher power bases should be used most frequently to control student behavior?). According to the results, teachers' reflections on classroom management represented various approaches. Nine teachers used the interventionist approach, three teachers used the interactionalist approach, and one teacher used both. None used the non-interventionist approach. Novice and male teachers perceived their classroom management style as interventionist. (Contains 17 references.) (SM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01