The Impact of Adapting Classroom Management on an Elementary Teacher’s Perception of Student Behavior

Abstract

This qualitative self-study focused on how an elementary teacher’s perception of student behavior changed as a result of adapting various classroom management strategies. The study was conducted in an urban elementary school. The first grade classroom consisted of 22 general education students. The teacher collected data through the use of observation notes and a research journal. At the end of the school day the teacher wrote in a research journal, reflecting on the changes made in the classroom and how her perceptions changed based on the implementation of strategic adaptations. Data were analyzed through continual interim analysis by coding from which multiple themes emerged. The implications from the study are that in order to positively affect the climate of a classroom, teachers must alter their practices to meet the needs of each unique group of students and teachers should continuously reflect on their classroom management practices.