Views on classroom management issues. (c2008)

Abstract

The purpose of this study was to investigate perceptions of grades one through five students and teachers on classroom management issues in Everex School. Five semi structured interviews were conducted with five elementary teachers and five focus group interviews were conducted with groups of eight elementary students in addition to observations of classroom management issues found in class. Results showed that students' perspectives were vital in identifying classroom management problems; they revealed that many factors such as the teacher's behavior, instruction and activities, cooperative work and resources, rules, routines and procedures, consequences and rewards, and physical arrangement caused inadequate classroom management. However, data results from students' perspectives contradicted data results from teachers' interviews and observations on the issues of teachers' behavior in class. Teachers were unaware of how students felt when teachers screamed with anger and implemented consequences inconsistently.