A COMPREHENSIVE STUDY IDENTIFYING THE …

1 A COMPREHENSIVE STUDY IDENTIFYINGTHE MOST EFFECTIVE CLASSROOMMANAGEMENT TECHNIQUESAND PRACTICESByPatricia KaliskaA Research PaperSubmitted in Partial Fulfillment of theRequirements for theMaster of Science DegreeWith a Major inEducationApproved: 2 Semester CreditsInvestigatiAi AdvisorThe Graduate SchoolUniversity of Wisconsin-StoutAugust, 2002iThe Graduate SchoolUniversity of Wisconsin-StoutMenomonie, WI 54751 ABSTRACTK aliska Patricia A(Writer) (Last Name) (First) (Initial)A COMPREHENSIVE STUDY IDENTIFYING the Most Effective classroom management (Title)Techniques and PracticesMS in Education Dr.

2 Ed Biggerstaff August,2002 45(Graduate Major) (Research Advisor) (Month/Year) ( Pages)American Psychological Association (APA) Publication Manual(Name of Style Manual Used in this STUDY )The purpose of this STUDY was to explore and determine the most effectiveclassroom management techniques and practices. This STUDY included a comprehensivereview and critical analysis of research and literature associated with classroom disciplineand ongoing management to promote positive student learning. A summary waspresented. Conclusions and recommendations were made in order to provide insight forteachers, superintendents and local school board.

3 The goal is that the recommendationsmay serve to improve classroom management skills for beginning, as well as for veteranteachers in order to promote ongoing learning for all the diverse population of students, changes in cultural behaviors and socialand emotional pressure children had in their lives; the classroom environment becamechaotic and disorderly. Teachers were in need of an effective classroom managementplan that would help bring order and productive learning back into the classroom . Asteachers learned more about a variety of classroom management approaches, they wouldbe able to sample techniques that would fit their needs.

4 Not all the classroommanagement programs researched were geared to the same grade levels. Therefore,teachers would be able to choose the program that would best fit the needs of their ownclassroom grade level. Teachers would be able to choose an approach to use within theindividual classrooms or choose a school-wide approach to enhance student planning and creating of classroom rules would also assist teachers in developingefficient and effective rules to promote an orderly and productive learning environmentfor all students regardless of ability or age would first like to thank Dr. Ed Biggerstaff for his knowledge and guidancethroughout the writing of this thesis.

5 I would also like to thank Jill Stanton and all of theinstructors who traveled from the University of Wisconsin -Stout to bring the Graduateprogram to Phillips. Without their dedication to bring higher education to rural areas, mygoal of achieving a Master's Degree would not have been , I would like to thank my parents, Fumiko and John Bosser for their support,love, and telephone calls of encouragement. Also, many thanks to my in-laws, Donnaand Paul Kaliska for the continued use of their computer printer which they madeavailable to me days and even late nights. Thank you to Peg Simon for allowing me tocall her often, for words of advice and her belief that I could complete this task withalacrity.

6 A special thank you goes to my brother and twin sister, Daniel Bosser and AliciaGipp. Their love and encouragement to accomplish anything was always present in theiremails, whether they realized it or , I would like to thank my family. I thank my husband James, for his love,support, efficient proofreading and computer abilities. Without his continuedencouragement in planning my deadlines to meet my goals, this thesis project would havetaken many years. I would also like to thank my three wonderful daughters, Emily Maria,Elizabeth Ann, and Abigail Marie. Their constant love, endless hugs of support, andpatience for me to finish my work will forever live in my OF CONTENTSA b stract.

7 IA cknow ledgm ents ..iiiT able of C ontents ..ivCHAPTER ONE: Introduction ..1 Statement of Problem .. 3 Purpose of STUDY ..3O bjectives ..3D efinition of T erm s ..4 Limitations ..CHAPTER TWO: review of literature ..6 Introduction ..6 Influences on classroom management ..6 Burrhus Fredrick Skinner ..7W illiam G lasser ..8 Jacob K ounin ..9 Abraham Maslow ..10 Other Influences on classroom management ..12 Approaches for Managing Student Behavior .. 3 Assertive Discipline .. 13A Modified Approach ..14 Main Objectives ..15 Objectives for the Child ..16vDiscipline with 16 Peer M ediation.

8 17 Rules for Fighting Fair ..18Do's and Don'ts of Mediation ..191-2-3 M ..21 Frequency of Problems ..22 Unified Discipline ..22 The Discipline Procedures ..23 Implementation ..25 Criteria for Creating Well-Designed Rules ..26 Development of Knowledge ..26 classroom management Skills ..26 Principles, Rules, and Procedures ..26 The New Teacher ..27 Inclusion .. 27 Time management .. 28 Criteria for Creating Rules ..29 Examples of Feedback ..31 Steps for Planning a Rule management Concept ..33 classroom management Procedures ..33 Steps for Planning ..34 Summary of the literature review ..37viCHAPTER THREE: Summary, Conclusions and Recommendations.

9 39 Introduction ..39 Sum m ary ..39C onclusions ..40R ecom m endations ..42B .441 CHAPTER ONEI ntroductionThe issue of discipline in the classroom continues to surface as one of the mostchallenging problems in education today. Conte (1994) stated, "If teachers,administrators, parents, and students acknowledge that the lack of discipline is a seriousconcern and interferes with the teaching-learning process, one would think that stepswould be taken to remedy the problem" ( ). Canter (1976) states that you cannot getyour needs met in your classroom unless you have an effective method of disciplinewhich you thoroughly understand and are comfortable history of education and discipline of students was one of extreme the 1700's, teachers were given the parental right to act as they would when dealingwith discipline problems.

10 Teachers who felt the need would administer corporalpunishment to students under their for encouraging and maintaining good behavior overwhelmed thetrend-setting halls of elementary schools across the country with the later works ofbehavioral theorists such as Kounin, Skinner, and Glasser. These theories were created tohelp classroom environments exhibit behavior conducive to learning. They also stressedpositive relationships between students and teachers. Although 28 states currently allowcorporal punishment in public schools (as cited in Conte, 1994), the modem approachesof classroom discipline help to teach students to become more responsible for their ownbehavior.