Fixing a qualitative study

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Introduction

Classroom management philosophy is how a teacher manages to gain and maintain control in class while offering student instruction aimed at learning, building character, and values. The class environment is important in helping students form team-works, create friends and socialize in a controlled environment. This student involved interviewing teachers to gain insights into their classroom management philosophy and also find out how effective the classroom management techniques the teachers use are effective.

Literature Review

Allen (1983) study determines classroom management strategies from the students’ perspective. Majority of the students went to school to socialize and to pass their courses. Other minor determinants were; to have fun, stay of out of trouble and minimal participation. This study examined students at the secondary school level thus may not be a true reflection of students in lower grades. In another study of 13 teachers from grade 1-12 of urban students investigating cultural responsiveness to teaching: Brown (2004) reported relationships to be important to students. Students regard school as a caring center where mutual respect is practiced. Students are also empowered to take charge of their learning outcomes. Student empowerment implies students are enabled to start being responsible.

Instrument

In this inquiry, the use of a questionnaire as a tool for guiding the data collection was used. Four teachers at different class levels were interviewed and their responses recorded. The data collected were tabulated (Appendix A), for analysis using content analysis. The same questionnaire was used for all respondents. We collected data under four independent variables namely; General classroom management; rewards, praise and punishment; and teacher involvement and relationships.

Methodology

The methodology involved preparation of a questionnaire for qualitative survey of teachers in enabling collection of data. Four teachers were interviewed and responses recorded. The information collected was reduced to a chart (Appendix A). The respondents were assured of their confidentiality since it was a class exercise.

Results

The results indicate that rules and regulations are part of classroom management philosophy. Students are made aware of the rules at the beginning of the year. Strategies for reward and punishment are used to enhance compliance with the rules. In difficult situations, the teachers are forced to develop a behavior modification program to assist students with difficulty to comply with rules and regulations. Teachers give stars that are put on a chart and rewarded monthly. Students who don’t comply are given a stripe, and if behavior persisted they were asked to write a letter to their parents indicating what they did, this was effective since most students didn’t want to write letters to their parents. In regards to teacher’s role in the students' life, teachers saw themselves as role models, character builders for future citizens.

Discussion

The study found out that most classroom philosophies follow a standard procedure of rules and regulations. Each behavior choice whether good or bad has consequences. Different strategies of reward, praise and discipline were effective in maintaining compliance with class rules. Recognition of students was important to the students. Forms of recognition used were having lunch with the teacher, having students star put in the teacher's room and also recognition in class. In regards to punishment and discipline issues of cultural diversity, language barrier and different forms of upbringing were evident. This finding is in agreement with Brown (2004). This means that parents have to be involved in the upbringing of their children by having open communication and joint interventions to correct errant behavior. With regards to teachers’ role and their relationship with students, it is evident that teachers play a significant role in the formative years of their students regarding molding future citizens that have values, respect for law and order and appreciate diversity. Teachers need to remain teachers and not change and become friends with the students. The focus of remaining a teacher will enhance learning and mutual respect. The limitations of this study are that the sample was small only four respondents this cannot allow generalization of the findings. Secondly, the data was collected from one school environment in a primary school setting the finding may not apply to all schools and all regions. A more elaborate study with a good sample is a possible area of further research. The effect of language barrier and culture on classroom management is an important area for research further inquiry is necessary. This study implies that it will direct future research in classroom management from the insights pointed out.

Conclusion

Classroom management remains an important part of managing learning, character, and compliance with regulations. The philosophies used in classroom management are diverse from teacher (instructor) situation, their level of training, skills, and experience. The classroom management, in reality, involves teachers, students, parents and school administration. The collaborative approach needs to be adopted for effectiveness.

References

Allen, J.D. (1983). Classroom Management: Student perspective, Goals and Strategies

Brown, D.F. (2004). Urban Teachers’ Professed Classroom Management Strategies: Reflections of Culturally Responsive Teachings, Urban Education.