Action Research Final Classroom Management

8/12/2019 Action Research Final Classroom Management

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Introduction

A Frightening Conclusion

I have come to a frightening conclusion.

I am the decisive element in the classroom.

It is my personal approach that creates the climate.

It is my daily mood that makes the weather.

As a teacher I possess tremendous power to makea childs life miserable or joyous. I can be a tool of torture

or an instrument of inspiration.

I can humiliate or humor, hurt or heal.

In all situations, it is my response that decides

whether a crisis will be escalated or deescalated,

and a child humani!ed or dehumani!ed.

"aim #inot, $etween %eacher and Child

Classroom management has received a great amount of attention in recent years and is

currently the number one problem for educators in America. &hen one attempt to define the

term classroom management, one immediately assumes it is the need to discipline negative

behavior in the classroom. &hat do I have to do to get students to apply themselves to their work

and stop fooling around and being disruptive' ()stablishing a wellorgani!ed plan for classroom

management at the outset of the year is essential for a peaceful and calm classroom that is

conducive to instruction and learning for students with a variety of academic, social, and

behavioral needs* + Capi!!a, -- p. /0. Although, students negative behavior and negative

attitude is a major component, classroom management is the concern of how things are done in

the classroom, rather than the concern of how students behave. Classroom management has no


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penalties or rewards, where as discipline has penalties and rewards. From the students

perspective, effective classroom management involves clear communication of behavioral and

academic e1pectations, as well as a cooperative learning environment +Allen, -/-0.

2any teachers devote a disproportionate amount of time and energy disciplining their

class rather than managing their class. According to 3emov +-/-0 great teaching is an art.

(#reat art relies on the mastery and application of foundational skills learned individually

through diligent study +3emov, -/-, p. /0.* An effective teacher has mastered the art of

managing their classroom. 3et us consider a store owner. 4tore owners do not discipline a store5

they manage a store. 3et us consider a coach. Coaches do not discipline a team5 they manage a

team. %eachers do not discipline a classroom5 they manage a classroom.

)ffectively managing a classroom is possibly the most difficult aspect of the art of

teaching. 6nce a teacher loses control of their classroom, it becomes increasingly more difficult

for them to regain that control. 7esearch shows that the time a teacher has to take to correct

misbehavior caused by poor classroom management skills results in a lower rate of academic

engagement in the classroom. In order for teachers to successfully teach and students to

academically succeed5 an orderly classroom environment with minimum disruption to bring

behavior under control is needed. %here must be a carefully planned techni8ue system of

procedures, rules and routines that creates an atmosphere to learn. %he teacher is the key variable

in the classroom. %his study will e1amine the progressive ideology that students should be able


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to govern themselves and the conservative ideology of a structured classroom environment and

their effects on students academic achievement.


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Statement of Problem

6ur public schools are failing our students, particularly minority students from low

income backgrounds. As prospective educators, in an urban environment, the educational

ine8uality our students are facing is our greatest challenge. &e are prepared and dedicated to

working towards closing the achievement gap between lowincome students and highincome

students and preparing all students to succeed in college. $efore we can do this we need to fully

understand why our innercity schools are failing our children, particularly lowincome minority

students'

%here is a lack of classroom management being effectively enforced in elementary

schools, thus, making daily instruction more challenging for the teachers and learning more

challenging for the students. 6n a daily basis inservice and preservice teachers are faced with

disruptive behavior in their classroom, which results in wasted instructional time. 9ublic schools,

especially in urban areas do not spend a sufficient amount of time establishing routines, rules and

practicing procedures. 4tudents should not be e1pected to learn and master classroom procedures

within the first week of school or be able to govern themselves. &ell thought out and planned

procedures must be e1plicitly taught and practiced throughout the school year. 7esearchers

believe, when there is a clear set of classroom management techni8ues in line, teachers can

establish an effective learning environment.


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(&hen teachers have a rich management and discipline repertoire, students become more self

disciplined, minimi!ing the need to refer students to the office and ma1imi!ing instructional time

with greater opportunities to teach and learn* +Freiberg, "u!inec, : %empleton, --,p.;;0.

)ducators need to consider whether they have eliminated all instructional impediments

and distractions in the classroom. It has been argued that establishing classroom

procedures


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Review of Related Literature

I. %he need for Classroom 2anagement

&hen discussing tools to effective teaching that leads to authentic learning, no longer can

the term classroom management go without significant acknowledgment. Classroom

management is defined as a (multifaceted concept that includes the organi!ation of the

psychical environment, the establishment of rules and routines, the development of effective

relationships, and prevention of and responsive to misbehavior* +#arrett, --=, p.>?0. 2anaging

behavioral issues have been problematic in classrooms across America for decades, and

although, this is a prevalent issue in schools, there remains a lack of intervention. According to

Capi!!a +--0, if you ask a group of teachers what they are most concerned about in their

classrooms or schools, it is likely that student behavior will come up as one of the greatest@if

not thegreatest@issues. rban schools are increasingly seeing more egregious student behavior,

which., suggests the urgent need for effective classroom management, specifically in urban

schools in high poverty area. It is believe that classroom management will be a greater challenge

in for urban schools in highpoverty neighborhoods because (the schools themselves are under

greater pressure to maintain a safe, orderly, academic environment, and teachers may not be

supported by the schools administration in building this environment* +&einer, -/-, p.>-;0. It

is almost impossible for cooperating and preservice teachers to successfully complete a lesson


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because too much time is spent on addressing disruptive behaviors. As preservice teachers in an

urban school, we have e1perienced, firsthand, the need for a more effective classroom

management system in the urban schools. A study conducted by &einer +-/-0 to understand

why classroom management is such a problem in the urban schools, found that (so much in the

school environment undercuts the social norm re8uired for high academics functioning in urban

classrooms, successful urban teachers must deeply embed classroom management in every

aspect of classroom life, making the teaching of social skills a refle1ive part of instruction +p.

>-0. %he ideal classroom environment will have (fewer disruptions during instructional time,

better teacher planning, classroom organi!ation, and student engagement, +this will0 allow for

more learning time* +&einer, -/-, p.;B0.

4tudies have also shown that in a 8uest to understand many classroom behaviors one

must consider classroom settings and 8ualities. owner, 3a 9aro, 9ianta, and 7imm

Daufman +--?0 argue that, (teachers in these higher8uality classrooms use proactive

approaches to disciplineE they establish stable routines, monitor their students carefully to

keep them engaged, and manage behavior problems proactively* +>=-0. In their study on

classroom settings and 8ualities to childrens behavior5 three pertinent findings were

discovered. (First, classroom setting appears to be related to childrens engagement and

behavior toward peers. 4econd, as classroom 8uality is graded higher, the occurrence of the

problem behaviors +non compliance with teacher re8uests, off task behavior0 is reduced in

structured teacherdirected classroom and whole class settings. %hird, as classroom 8uality is


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rated higher, the rate of childrens social conversation and cooperation with peers is greater

in smallgroup settings. %hese findings taken together, contribute to an understanding of the

ways in which teachers decisions regulate childrens classroom behavior* +owner, 3a 9aro,

9ianta : 7immDaufman, --?, p.>=0.

In Freiberg, "u!inec, and %empletons +--0 study, they used a program which

emphasi!es preventing discipline problems before they begin and improving classroom climate.

%hey concluded in their study that when an instructional management program Consistency

2anagement : Cooperative iscipline was implemented the elementary school students did

better than the control students in reading and mathematics. "iggins and 2oule +--0 did a

study to compare an education programs take on classroom management and what really goes

on at an urban school pre service students attended. %he study notes that (%hey claimed that

strong emotions, strict guidelines, and consistency +strategies, boundaries, routines, etc.0 led to

students feeling both safe and comfortable in the classroom* +p./>?0. %he preservice teachers

acknowledge the teachers to be (assertive, aggressive, and harsh* +p./>?0, but the strategies

yielded high academic e1pectations. In another study done to get student teachers conceptions of

classroom control, ohnson +--/0 found that one of the student teachers thought (providing

them with fun lessons and unlimited choices, will allow for student growth and wellrun

classrooms +ohnson, --/, p.///0*.

II. %he %hree Approaches to Classroom 2anagement


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%hree approaches to classroom management, noninterventionist, interventionist, and

interactionist, currently in use in classrooms around the nited 4tates were closely e1amined

in nal : nals study. Although, the study was done to compare beginning and e1perienced

teachers perceptions of classroom management beliefs and practices at an elementary

school5 the study revealed the (three approaches to classroom interaction,* +nal : nal

--, p.?;0. %he noninterventionist approach is used in a student centered environment.

%he idea behind this approach is (for the teacher to demonstrate empathy toward students to

devise compromises in an effort to provide opportunities for students to self correct

inappropriate behaviors and learn to manage their own behaviors* +p.?;0. According to

ohnson +--/0 the noninterventionist approach is also described as the nurturance

conception of classroom control where (fun lessons and letting students decide, at the

e1pense of classroom order +ohnson, --/, p.///0*. %he interventionist approach is the

e1act opposite and typically used in a more traditional teacher centered environment.

According to nal : nal +--0, (the interventionist tends to take control of the situation

by implementing immediately a disciplinary tactic to control behavior.* isciplinary tactics

used by interventionist teachers to control the environment may include isolation, physical

restraints, modeling, and reinforcement +p.?;0. ohnson +--/0 describes this as a

dominance conception of classroom control where, the personal power and authority of

teachers is displayed by demanding students to listen, starting out strict and the use of

punishment to keep students behaving well +p.///0. %he interactionist is between the non


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interventionist and interventionist. %he interactionist approach to classroom management

strives to find solutions that are satisfactory to both teacher and student, employing some of

the same techni8ues as noninterventionists and interventionists +p.?=0. ohnson +--/0 lists

this as the rule based conception to classroom control where, (emphasis is placed on the

importance of establishing and consistently enforcing class rules5 wellplanned, wellpaced

lessons5 and monitor students to prevent misbehavior from occurring* +p.///0. %his approach

still allowed teachers to be nurturing while applying forms of discipline. nal and nal

+--0 found (that neither beginner nor e1perienced teachers were found to be non

interventionist on any of the subscales of classroom management* +p.BG0. %he beginner

teacher favored the interactionist approach while the e1perienced teacher favored the

interventionist, (none of the groups were in favor of allowing students to have full control or

to have the primary responsibility of developing their own rules* +nal : nal, -- p.BG0.

III. 4upporters of %eacherCentered Classroom 2anagement

%he need for classroom management skills has not diminished during a time when school

reform has put the spotlight on academic testing and student achievement. %here are many

theorists and practitioners who are in favor of implementing strong classroom management

practices. It is argued that an educator cannot be considered a highly8ualified teacher without a

mastery of sound bestpractice strategies for managing classroom time, space, and student


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behavior +Allen -/-, Clement -/-, 3emov -/-0. Classroom management is essential for

academic success, therefore (creating the best learning environment possible is the primary focus

of the classroom teachers responsibility* +2artin, 2ayall, Hin, --B0. According to 3ewis

9almer, 2errell, 7einke +--=0, classroom management is directly tied to levels of student

involvement and academic achievement, making it an important component of teaching. &hen

Clement +-/-0 was immersed in her undergraduate teacher program >- years ago professors

told their students that (if you write a good enough lesson plan, you wont have discipline

problems.* %oday, >- years later, Clement +-/-0 tells teacher education candidates that, (you

will not even get to teach your perfectly written lesson plan if you dont have a classroom

management plan in place.*

A lack of effective classroom management practices leaves a breeding ground for

negative adverse behaviors in the classroom such as bullying, which results in less instructional

time, poor student performance. Classrooms that are managed in ways other than with an

authoritative style, a bullying culture can develop. %here is a connection between how teachers

treat their students, which is e1pressed through their classroom management approaches, and the

presence or absence of bullying in a classroom. Classroom management practices contribute to a

conte1t or culture that either promotes or discourages bullying +Allen, -/-0. ot only are

teachers accountable for students academic achievement, but, they are also e1pected to provide

a safe and orderly learning environment5 given these facts classroom management is an

understandable concern for novice teachers as well as e1perienced teachers +7osas : &est


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--0. 4tudies that investigated the impact of classroom management and bullying discovered

that not only did classroom management correlate with whether bullying took place among

students, but they also discovered that there was a mediating variable related to whether bullying

occurred at all. %he mediating variable was the social structure of the class. %he social structure

included the informal relationships that developed in the class. &hen teachers care about

students, when they organi!e classrooms such that positive student relationships develop, and

when they manage learning and behavioral issues in positive, educative ways, students are far

less likely to engage or e1perience bullying +Allen, -/-0.

"aving strong authoritative classroom management practices will allow teachers to

achieve teaching e1cellence along both academic and social dimensions and may be the antidote

to two pressing educational problems +&alker --0. According to &alker +--0 the number

of students who consistently e1perienced a classroom with high8uality instruction and a healthy

emotional climate was astonishingly lowE ;J. )ffective classroom management may be able to

reduce the nations depressing student dropout rates. It has been proven that academics are not

the only reason students drop out. Feelings of isolation and frustration also contribute to

disengagement +7oeser, 2idgley, : rfan /B0. )ffective classroom management, according

to &alker +--0, may also stem the alarming rates of teacher attrition and burnout as well.

4tudent misbehavior is a factor in teacher burnout and the decision of novice teachers to leave

the profession +Allen, -/-0. As many as ?-J of new teachers leave the field within five years,

and -J of those who stay say they would choose another profession if they could +)A, -->0.


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IK. 4upporters of 4tudentCentered Classroom 2anagement

Although, there are many supporters of an authoritative, teachercentered, approach to

classroom management, there are also those who favor a more progressive, studentcentered

approach to classroom management. %he argument against the traditional classroom

management practices is that teachers are not effectively managing their class or teaching their

students discipline. ewey, Dilpatrick, and 2ontessori are amongst the theorists who believe

children learn discipline by taking responsibility of their own learning. 2aria 2ontessori +//0

is a firm believer that (discipline must come through liberty* +p. ?>0. (&e call an individual

disciplined when he is a master of himself, and can, therefore, regulate his own conduct when it

shall be necessary to follow some rule of life* +2ontessori, //, p.G?0. 4he states this is

something (difficult for followers of commonschool methods to understand* +p.G?0. 2ontessori

+//0 worked to alter the hierarchy in a traditional classroom and move away from the

traditional authoritarian role of the instructor. "er method re8uires educators to be passive

observers who simply guide the students to knowledge as to not (suffocate the activity of +their0

pupils.*

2ontessoris pedagogy, as those of ewey +/>;0 and Dilpatrick +//=0, follows a belief

of constructivism rather than behaviorism. 2ontessori +//0 strongly encourages educators to

be observers of students activities and not restrict the students mobility with unnecessary

discipline. A student will learn when that student is actively engaged in an assignment, problem


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solving and constructing their own understanding. 3earning does not take place as a form of

animal training or in hopes of receiving meaningless rewards. Choi and 3ee +--0 mentions that

the techni8uesoriented discourse and approach to classroom management oversimplifies the

issue by assuming that everything about classroom management is a wellstructured problem +p.

/->0. %he traditional, behaviorist, classroom management techni8ues have not caused significant

changes in student behavior. 7ather, it has limited the ability of the learner to become self

directed and selfdisciplined, a necessary condition for the use of more comple1 instruction in

teaching and learning +Freiberg : 3amb --0. Dilpatrick argues that if students are involved in

social aims and their own purposeful learning, they will naturally develop moral responsibility

and character education, +//=, p.G;0. According to ewey +//B0, much work in school consist

of setting up rules (by which pupils are to act of such a sort that even after the pupils have acted,

they are not led to see the connection between the result +ewey, //B p.G/0.*

According to Freiberg : 3amb +--0, a personcentered classroom creates a balance

between the wants of the teacher +the &0 and the efforts and needs of the students +the )0,

forming a collective classroom &), including all persons in a classroom. A teachercentered

approach to classroom management fails to create that balance. %eachers and students are urged

to jointly construct a conte1t that is, an (ongoing dynamic accomplishment of people acting

together with shared tools* +oyle, -- :7ussell /;0. %o achieve the goal of order +i.e.,

student cooperation0, a teacher must organi!e classroom life and recruit, invite, persuade, or

convince the students to join forces with her or him in participating in events for specific periods


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+oyle, --, p. /?=0. A personcentered classroom management approach is argued to facilitate

higher achievement, have more positive learning environments with stronger teacherstudent

relationships than teachercentered or traditional classrooms +oyle --, Freiberg : 3amb

--0. According to oyle +--0 the classroom is not simply a background or a container for

teaching and learning, a neutral and synthetic space in which teachers and students happen to be.

Classrooms, rather, are systems of interrelated activity segments that are tangible and powerful

partners in construction of what happens in these environments +oyle, --, p. /?;0.

It is also argued that there is a need to establish (culturally responsive classroom

management practices.* 3iterature on classroom management has paid very little attention to the

issue of cultural diversity. 7esearchers, such as 2ilner : %enore +-/-0, have argued that

classroom management and diversity are inseparable.

(Conse8uently, teacher concerns about classroom management are sometimes e1acerbated in

urban settings, where students languages, e1periences, ethnicities, religions, and abilities may be

highly diverse and may or may not be shared by the teacher +2ilner : %enore, -/-, p. ?B/0.

According to 2ilner : %enore +-/-0, %eachers are sometimes pressured and closely monitored

by their administrators to follow a set frame of referral, discipline, and management, which can

make it difficult for teachers to employ culturally responsive classroom management. %eachers

can e1perience less than ideal support from administrator5 conse8uently, their students may

believe that the teachers (forget to care* about them. In a highly structured classroom

environment we run the risk of teachers giving information and students having little +if any0

voice and perspective in the learning environment. A study conducted by 9oulou +--0

revealed that skills which facilitate interpersonal and intrapersonal relationships such as ones


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related to mutual respect, inclusion, influence or attentive listening are more fre8uently e1ercised

than skills that promote a sense of community, according to teachers and students perceptions.

%his approach can result in a vicious cycle that is tantamount to Freires +/=0 notion that

students are often passive participants in their own learning, with teachers constantly attempting

to pour knowledge or information into (empty vessels.*

(%he systemic and institutionali!ed nature of teachers work in urban and diverse schools

seems to follow several layers. %he administration taking their cues from thesuperintendent who is interpreting national and state guidelines, for instance, has set of

policies and e1pectations about how teachers classes out to run +e.g., 8uietly, orderly0,

which creates a dilemma for teachers. 6ptimal learning can occur without student seated

in silence. %eachers, in turn, in their attempts to meet institutional e1pectations developand implement management strategies that reify systems of oppression and voicelessness

among students. 4tudents, in turn, resist these systemic parameters, and chaos,

disconnections, and +mis0management result. %he desire for order and control +oguera,-->0 on the classroom level can be connected to teachers goal to improve test scores.

%eachers prepare students to follow directions and to (obey* orders for the world of work

+Anyon, /=-0, and these decisions can be motivated and shaped by institutional andsystemic pressures far beyond teachers control, +2ilner : %enore, -/-, p. ?B?;-0.*

K. 4upporters of a hybrid of %eachercentered and 4tudentcentered classroom management

%here are theorists and practitioners who seek to marry the two schools of thought.

)ffective classroom management according to %russell +--=0, is implementing positive

behavior support +9$40. 9ositive behavior support is a general term that refers to the application

of positive behavioral interventions and systems to achieve socially important behavior changes

in our classroom +.4. epartment of )ducation, ---0. 3emov +-/-0, provides educators with

G techni8ues that will assist a teacher in setting his


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classroomE /-- percent. If you dont achieve this, you make your authority subject to

(interpretation, situation, and motivation.* A teachers goal is to get /-- percent compliance so

that you can teach. %his is one of the popular techni8ues in 3emovs book that takes into

consideration the teachers authority as well as the students emotions. 3emov provides teachers

with si1 levels of the least invasive forms of intervention to achieve /--J compliance without

out the constant, timeconsuming disruptions. %he first least invasive form of intervention is the

nonverbal intervention, which can be a gesture or eye contact with offtask students while doing

something else. 9ositive group correction is the second least invasive intervention. %his is a

8uick verbal reminder to the group about what students should be doing and not what they

shouldnt be doing +e.g., &ere following along in our books rather than Hou shouldnt be

writing now0. Anonymous individual correction is a 8uick verbal reminder to the group that

makes it e1plicit that not everyone is where they need to beE (&e need two people to track the

speaker.* 9rivate individual correction is when and if you have to name names seek to correct

privately and 8uietly. 3ightning8uick public correction when you are forced to make individual

student corrections during public moments limit the amount of time a student is onstageE*

ennifer I need your eyes,* is 8uick, confident and effective. %he ideal situation in a class,

according to 3emov, is to solve a case of noncompliance 8uickly successfully and with the least

possible disruption to the whole class. %he si1th and final form of intervention is the most

invasive form, conse8uences. If a situation cannot be addressed 8uickly and successfully

without a conse8uence, the conse8uence must be given so that instruction is not interrupted

+3emov, -/-, p. /;G0.


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Although, endless studies have been done on all three approaches to classroom

management it is still our responsibility as action researchers to evaluate which approach is the

most effective approach to classroom management and which approach to classroom

management will lead to the academic success of our students.

Statement of Hypothesis

"7/E 6ver a period of B weeks, 2s. 4t. 9ierre and 2s. &illiam will plan and deliver a

series of lessons to a first grade class in two different settings +charter school and public school0.

For the first half of the study, weeks, the teachers will implement a progressive, student

centered classroom environment5 where the students are allowed to govern themselves. uring

the second half of the study the teachers will implement a conservative, teachercentered

classroom environment5 where a military style of discipline will be used. uring the final

weeks the teachers will implement a hybrid of teachercentered and studentcentered classroom

management5 where the students have procedures to follow and the teachers utili!e actionable

techni8ues to manage the students behavior.

%he two teachers will assess their students in the form of test and other written work to

ascertain which classroom management method yielded the best academic performances. %he

two teachers will also do a comparative study to determine if their findings were similar.


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"7E sing classroom management procedures and techni8ues during threefour >-

G?min lesson a week for a B week period will increase academic success in reading and writing

for /stgrade students at 94 L in 2anhattan and L Charter 4chool in $rooklyn.


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Method

Participants

%he researchers selected two first grade classrooms, one at a charter school and the other

a public school to conduct the action research. L Charter school is located in $rooklyn, H and

94 L is located in ew Hork, H. $oth classrooms have a total of G= students.

%he research will take place within a si1 week period. %he first two weeks of the study

the teachers will implement a studentcentered classroom management approach. %he ne1t two

weeks of the study the teacher will implement a teachercentered classroom management

approach. %he final two weeks of the study the teachers will implement a hybrid approach using

the 3emov techni8ues. After each approach the teachers will assess the students academic

achievement.

Instruments

%here will be two surveys one for student and one for teacher. 4urveys will be distributed

to students in both schools to get students feedback on some of the techni8ues they prefer in the

classroom. %he goal of the survey is to assess how the students feel about the use of techni8ues

and


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%he action research will be from B weeks covering a series of )3A phonics, reading and

writing lessons four to five times a week for >-G? minutes. 7unning records and writing pieces

will be analy!ed from both schools to determine the results.

Experimental Desin

Procedure


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Clement, 2. C. +-/-0. 9reparing teachers for classroom managementE %he teacher educators role.

Delta Kappa Gamma Bulletin, ;;+/0, G/GG,

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collee. 4an Francisco, CAE ossey$ass.

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Action Research Final Classroom Management