Rhonda Carlson Rekdahl
ED 486/G BEST
Dr. C. Stoicovy
March 1, 2015
Part 1: Action Research Question
If you could experience teaching for the first time over again, what is one thing you would do differently? Is there some huge secret you wish veteran teachers would have shared before your first day in the classroom? In a secondary classroom, specifically ninth grade, learning literature and academic essay writing based on Common Core State Standards is more complicated than knowing and teaching the standards and skills. Classroom management is a key ingredient to effective teaching and learning. Motivation plays another role, but is also attached to classroom management. Oliver, Wehby, & Reschly found that “disruptive behavior in schools has been a source of concern for school systems for many years and, in fact, the single most common request for assistance from teachers is related to behavior and classroom management” (2011).
According to Kelly, “classroom management” is defined as “the term educators use to describe methods of preventing misbehavior and dealing with it if it arises” (2015). Effective classroom management planning would contain a combination of consequences, rewards, and procedures to handle both positive and problem behaviors. Rules and procedures are ineffective without practice, proper instruction, and continuous guidance.
Which brings me to my Action Research question: what is the most effective classroom management strategy to reduce problem behaviors and maximize learning in secondary classrooms? Are there any specific research-based methods to improving classroom management, maximizing learning, and cultivating positive teacher-student relationships?
According to Kelly, “classroom management” is defined as “the term educators use to describe methods of preventing misbehavior and dealing with it if it arises” (2015). Effective classroom management planning would contain a combination of consequences, rewards, and procedures to handle both positive and problem behaviors. Rules and procedures are ineffective without practice, proper instruction, and continuous guidance.
Which brings me to my Action Research question: what is the most effective classroom management strategy to reduce problem behaviors and maximize learning in secondary classrooms? Are there any specific research-based methods to improving classroom management, maximizing learning, and cultivating positive teacher-student relationships?