Date of Defense
4-27-2018
Date of Graduation
4-2018
Department
Teaching, Learning and Educational Studies
First Advisor
Paul Vellom
Second Advisor
Lois Hoekstra
Abstract
This study was driven by the researcher’s interest in learning more about classroom management, and in particular, how experienced teachers thought about positive discipline as part of a management system. The researcher was a teaching intern in an elementary suburban school, where she interviewed 5 teachers and the building principal about classroom management and positive discipline. Interviews were transcribed, and patterns across responses were sought. Findings revealed common pieces of effective classroom management: 1) setting clear expectations and rules, 2) consistency in applying rules and expectations, and 3) having good parent communication. All teachers used tangible extrinsic rewards to motivate students, and saw this as positive discipline. The subjects’ responses are compared and contrasted to recent research on classroom management and positive discipline.
Recommended Citation
Stevens, Allison, "Positive Discipline as a Part of Effective Classroom Management" (2018). Honors Theses. 2973.
https://scholarworks.wmich.edu/honors_theses/2973
Access Setting
Honors Thesis-Open Access
Defense Presentation
Included in
Early Childhood Education Commons, Educational Methods Commons, Educational Psychology Commons, Elementary Education Commons