Classroom Management Thesis

Table of Contents

Introduction – Why do you find your following study research/problem statement interesting?

- The study - research question/ problem statement

- Presentation of theory and method

- Presentation and analysis of empirical data and an example of a teaching plan

- Preliminary conclusion

- List of sources

Introduction →

I find my research problem/ statement interesting because classroom management is such a controversial topic with many different ideas, theories and opinions on this subject. Due to the vast quantities of classroom management styles I decide to view three classes and focus mainly on one. I viewed the Reception classroom for two days, then I viewed fourth grade for one day the sixth grade for seven days and mainly

I observed the other classes to get a general feel of the school, to familiarize myself with the teachers and classes but also to see the different methods of classroom management and see how classroom management has to change from the very time consuming reception class to the more grown up, more manageable sixth graders.

The two things I was focusing on mainly was the relations between the teachers and students and the style of classroom management the teacher uses in the class.

According to (1. Baumrind, 1971) Classroom management styles of teachers can be characterized along two dimensions. The type of control exercised over students, and degree of involvement of teachers with students. “The authoritative style is characterized by behavioural principles, high expectations of appropriate behaviour, clear statements about why certain behaviours are acceptable and others not acceptable, and warm student-teacher

Constructivist teaching is based on the belief that learning occurs as learners are actively involved in a process of meaning and knowledge construction as opposed to passively receiving information. Learners are the makers of meaning and knowledge. Constructivist teaching fosters critical thinking, and creates motivated and independent learners. This theoretical framework holds that learning always builds upon knowledge that a student already knows; this prior knowledge is called a schema. Because all learning is filtered through pre-existing schemata, constructivists suggest that learning is more effective when a student is actively engaged in the learning process rather than attempting to receive knowledge passively. A wide variety of methods claim to be based on constructivist learning theory. Most of these methods rely on some form of guided discovery where the teacher avoids most direct instruction and attempts to lead the student through questions and activities to discover, discuss, appreciate, and verbalize the new