Teachers' perspectives of classroom management issues and strategies

Abstract

Classroom management and behavior issues are problematic and prevalent in elementary schools today. The purpose of this study was to identify the management strategies that are effective in reducing or eliminating misbehavior among elementary students. This study was conducted in a rural elementary school with 8 teachers of Grades 1-5, 6 were currently teaching in schools and 2 were retired. A review of the scholarship indicated that there is a correlation between student gender and misbehavior and grade level and misbehavior. The scholarship also revealed various contributing factors of student misbehavior, effective strategies to use when handling misbehavior, and teachers' knowledge and training associated with classroom management. Teachers in this study revealed that misbehavior occurred frequently and ranged from verbal disturbance to occasional higher-level forms of misbehavior, such as physical aggression. Along with discussing the types of misbehavior prevalent in elementary schools today, teachers mentioned effective behavior management strategies, which included individual behavior plans and an interactive program, called "Class Dojo." [from author's abstract]