Intervention Planning

2

Action Research – Classroom Management

Shakina D. McBride

ECE 660 Action Research and Inquiry in Education

Dr. Satterwhite

August 17, 2020

The context for the Proposed Study

My future role in education is to work with lower elementary-aged students, teaching any grades between Pre-k – 1st grade. When I was during my practicum experience in first-grade setting, I utilized a lot of important time attempting to get students to focus on class. I later turned into a first grade and lead teacher in 2016. My role as a first-grade teacher consisted of implementing a student-centered instructional program to guide and encourage students to develop and reach research-driven curriculum targets. I used a variety of presentation methods to stimulate learning to a diverse population of learners. Completed evaluations and assessments in accordance with local and state standards. Lower elementary has been a zone I appreciate working with because it is the start of a child's excursion to getting quality instruction. With regard to discipline in the homeroom, teaches must realize how to deal with specific circumstances so the students who are focused will not get behind in their learning in light of the fact that the educator needs to stop to deal with discipline issues in the classroom. Students should be profoundly animated.

Purpose and Educational Significance

I have consistently had an enthusiasm for teaching, and I have seen students' conduct assume control over the classroom for a long time and in many cases, no solution has been found. In the event that teachers and administrators are going to fix the issue with discipline in the classroom, and show signs of improvement both academically and behaviorally from students, we should act and discover an answer so we can support our students and ourselves. Discipline is one of the significant areas for teachers to keep up for accomplishing opportune instructive objectives. With respect to the student's outcomes, I need to have a classroom condition that is respectful, positive, and educative. I likewise need to see better outcomes in assessments and classwork. In the article, Coverage of Classroom Management in Teacher Evaluation Rubrics (Gilmour, Majeika, Sheaffer, and Wehby, 2019), I found that "while one-fifth of standards and indicators were identified with classroom management, there was huge changeability across states. Rubrics that included classroom management that concentrated on proactive systems, however, frequently did exclude explicit evidence-based practices that could assist educators with improving their study hall the executive’s aptitudes." This obviously expresses that teachers are considered responsible for students’ activity in the classroom, yet there is not a lot of expert advancement occurred to assist teachers with this issue.

Explanation of Problem

During my years of observation, student teaching, and teaching, I found classroom management to be the most difficult part of teaching. I wanted to pursue this topic because when teachers do not have effective classroom management skills, we tend to fail our students who are ELL and those who are already struggling to learn. When you cannot control your class, those students become distracted and off task. Students need help with behavior, some of those behaviors come from things that happened at home. So, if we can get to the bottom of the issue and find ways to keep students engaged, those students will gain control of their behavior and be more attentive and engaged in learning.

Students should feel welcomed and respected in any learning condition and merits an identical opportunity to learn. I need to ensure all students are comfortable in the learning condition. Managing your classroom is fundamental regardless of what age group you teach. It cultivates a situation helpful for learning.

Population

My target population is with 20 elementary students. I chose this population for this study because I have experienced and seen more problems with classroom management and how teachers discipline students for many years. Students need positive reinforcement when teachers are trying to get students to behave and pay attention. Classroom management is vital in the teaching and learning process. Elementary students are learning the basics in all subjects’ areas and must remain focus to be able to excel in middle school, high school, and above.

One Research Question

The research question that I align with my areas of focus is, “What segments make up the best and effective classroom management programs?” We need to discover approaches to restrict problematic conduct in the classroom. "Finding a topic to focus can be difficult work if your action research inquiry will be drawing in and sign for you” (Mills, 2014).

Locus of Control

 I feel that my area of focus is within my locus of control because I believe that if I can at least try to help in a positive manner, then I can help a child succeed both behaviorally and academically. Those students who have been distracted from disruptive behavior can now back on track and excel. I know that if students are heard and given the opportunity to do better, they would.

 

 

Reference

Gilmour, A. F., Majeika, C. E., Sheaffer, A. W., & Wehby, J. H. (2019). The coverage of classroom management in teacher evaluation rubrics. Teacher Education and Special Education, 42(2), 161-174.  

Mills, G. E. (2014). Action Research: A Guide for The Teacher Researcher (5th Ed.). Boston, MA: Pearson Education, Inc. Retrieved from https://content.ashford.edu