Does Effective Classroom Management Prevent Discipline Problems?
Abstract
If strategies are implemented into the curriculum, whereby students are involved in meaningful learning, will discipline problems be prevented and controlled by teachers? Teachers prevent discipline problems from occurring by investing in good classroom management techniques, such as planning effective lessons to meet the needs and interests of the students, managing classroom time during instruction, creating a positive learning environment, and finally establishing rules and procedures for smooth operation within the classroom. (Effective classroom management has proven to be rewarding to the success of teachers and students. In contrast, poor management of classroom routines and procedures takes up valuable instruction time and encourages students to misbehave).
Hypothesis
Student achievement would be contingent on the combined effects of teacher and student control: it would be highest when both teacher and student control is high, and would be lowest when both of them are low. Student adoption of self-regulated learning strategies would be linked to the effect of student control: they would be highest when student control is high and teacher control is low, and would be lowest when teacher control is high and student control is low.
Definitions
Behavior- the way in which one conducts oneself.
Discipline- to train or develop by instructions, methods and exercise especially in self-control.
Review of Literature The term classroom management has many different meanings. Long and Fory (1977) state: classroom management is all that teachers can do to help students obtain important skills; the goal is to always facilitate, and not merely to control or keep order (Lehman, 1982). Early research in classroom management has had a tremendous impact on the way teachers manage their classroom. During the 1960 's and the 1970 's, classroom management was the focus of three popular approaches, the Counseling Approach, the Behaviorists Approach, and the
If strategies are implemented into the curriculum, whereby students are involved in meaningful learning, will discipline problems be prevented and controlled by teachers? Teachers prevent discipline problems from occurring by investing in good classroom management techniques, such as planning effective lessons to meet the needs and interests of the students, managing classroom time during instruction, creating a positive learning environment, and finally establishing rules and procedures for smooth operation within the classroom. (Effective classroom management has proven to be rewarding to the success of teachers and students. In contrast, poor management of classroom routines and procedures takes up valuable instruction time and encourages students to misbehave).
Hypothesis
Student achievement would be contingent on the combined effects of teacher and student control: it would be highest when both teacher and student control is high, and would be lowest when both of them are low. Student adoption of self-regulated learning strategies would be linked to the effect of student control: they would be highest when student control is high and teacher control is low, and would be lowest when teacher control is high and student control is low.
Definitions
Behavior- the way in which one conducts oneself.
Discipline- to train or develop by instructions, methods and exercise especially in self-control.
Review of Literature The term classroom management has many different meanings. Long and Fory (1977) state: classroom management is all that teachers can do to help students obtain important skills; the goal is to always facilitate, and not merely to control or keep order (Lehman, 1982). Early research in classroom management has had a tremendous impact on the way teachers manage their classroom. During the 1960 's and the 1970 's, classroom management was the focus of three popular approaches, the Counseling Approach, the Behaviorists Approach, and the
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