A comprehensive work on the topic of classroom disruption, specifically the preventive and reactive strategies discussed in the current literature, presented in the theoretical section and examined in the practical section of the work for their effectiveness and use in the classroom. Classroom management is given significant attention.
Objective of the work: The situation described above raises the question of how theory and practice currently compare with regard to dealing with classroom disruptions. What is the distribution of preventive and reactive measures in practice? Which strategies do teachers actually resort to, and how do they evaluate their effectiveness? This theoretical and empirical study aims to answer these and other related questions and to create a comparison between theory and practice.
Research questions:
I. How many of the strategies discussed in the current literature are teachers aware of?
II. Do teachers increase or decrease their repertoire of measures as they gain professional experience?
III. Which of the strategies known to teachers from the current literature are actually used?
a. What is the distribution of preventive and reactive measures in practice?
b. What are the most common strategies?
IV. How do teachers rate the effectiveness of the strategies used?
a. What do teachers think of preventive measures?
b. What are the reasons for possibly low use of preventive measures in school?
V. How did they come up with these strategies?
VI. What is the proportion of unconsciously used versus consciously used strategies?
Objectives:
- To elaborate on the preventive and reactive measures discussed in the literature.
- Highlight the importance of preventive measures versus reactive ones
- To determine whether the measures brought forth in the more current literature have been adopted in practice
- Identify which strategies are known and which are being used.
- Identify which strategies are most commonly used in the school setting.
- Determine the extent to which classroom disruptions are managed unconsciously.
- To determine the teachers' points of view regarding the different measures, especially the preventive ones.
- Comparison of theory and practice
Inhaltsverzeichnis (Table of Contents)
- Introduction
- Objective of this paper
- Structure of the paper
- Definitions and disambiguations
- Disturbances in Class
- Definition according to Karlheinz Biller (1979)
- Definition according to Rainer Winkel
- Definition according to Gert Lohmann
- Classroom Management
- Disturbances in Class
- State of research
- Prevention and intervention of disturbances in class
- First studies on classroom management
- Jacob Kounin's findings
- Evertson et. al's findings
- Management style (exchange/ exchange)
- Haertel, Wang and Walberg
- Helmke (scholastic study)
- Comparison between theory and practice
- Successful strategies and types - Mayr et al.
- LCH survey on discipline difficulties in Schools in German-speaking Switzerland
- Nolting's survey
- Critical reflection on the state of research
- Current literature on the subject
- Prevention and intervention of disturbances in class
- Strategies in dealing with disturbances in class
- Preventive strategies
- Discipline management level and organization obtaining information about the class and students in advance
- Prevention at teaching level
- Prevention at the relationship level
- Reactive strategies
- Intervention strategies at the relationship level
- Intervention at the discipline management level Early intervention
- Intervention strategy at teaching level
- Importance of preventive strategies
- Preventive strategies
- Summary of the theoretical part
- The study - questions and hypotheses
- Methodology
- Research design
- Preparation of the questionnaire
- Structure of the questionnaire
- Presentation of the school (sample)
- Implementation
- Data analysis
- Evaluation and results
- Sample
- Knowledge of strategies
- Knowledge of strategies
- Use of strategies
- Use of the presented strategies
- Strategies indicated by teachers
- Estimated use at the school
- Effectiveness of strategies
- Effectiveness of the strategies presented
- Reasons for the rare use of preventive strategies
- Appropriation of strategies
- Conscious or unconscious use
- Discussion
- Summary and discussion of the findings
- Criticism of methods
- Outlook
- Summary
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This paper aims to compare theoretical findings on classroom management and the use of preventive and reactive strategies with practical experiences of teachers. The study focuses on understanding the distribution of these strategies in real classrooms and assessing teachers' perceptions of their effectiveness.- The effectiveness of preventive and reactive strategies in managing classroom disturbances
- The knowledge and application of classroom management strategies by teachers
- The relationship between teacher experience and the use of specific strategies
- The role of theory and practice in shaping classroom management strategies
- The importance of prevention in promoting a positive and productive learning environment
Zusammenfassung der Kapitel (Chapter Summaries)
- Introduction: This chapter introduces the problem of classroom disturbances and highlights the importance of effective classroom management strategies. The author emphasizes the growing emphasis on preventive measures in educational literature and discusses the need for bridging the gap between theory and practice in this domain.
- Definitions and Disambiguations: This chapter provides definitions of key terms related to classroom disturbances and classroom management, including disturbances in class, classroom management, and different approaches to defining these concepts.
- State of Research: This chapter reviews existing research on the prevention and intervention of classroom disturbances. It covers various studies, including those by Jacob Kounin, Evertson et al., and Helmke, providing a comprehensive overview of the current state of knowledge in this field.
- Strategies in Dealing with Disturbances in Class: This chapter explores various strategies for managing classroom disturbances, categorized into preventive and reactive measures. It delves into different types of interventions at the relationship level, discipline management level, and teaching level, highlighting the importance of preventive approaches.
- Summary of the Theoretical Part: This chapter summarizes the key theoretical findings and concepts discussed in the previous chapters, offering a consolidated overview of the literature on classroom management and its strategies.
- The Study - Questions and Hypotheses: This chapter introduces the research questions and hypotheses that will be addressed in the empirical study. The author outlines the main areas of inquiry regarding teachers' knowledge, use, and perceived effectiveness of various strategies.
- Methodology: This chapter describes the research design, methodology, and data analysis techniques used in the empirical study. It covers the development of the questionnaire, the selection of the sample, and the procedures for data collection and analysis.
- Evaluation and Results: This chapter presents the findings of the empirical study, focusing on teachers' knowledge of different strategies, their actual use of these strategies, their perceived effectiveness, and the reasons for their choices. The chapter analyzes the data collected and discusses the results in detail.
Schlüsselwörter (Keywords)
This paper focuses on the theme of classroom management, exploring the application of preventive and reactive strategies in real classroom settings. The study investigates the knowledge, use, and perceived effectiveness of these strategies among teachers. Key keywords include classroom management, classroom disturbances, preventive strategies, reactive strategies, teacher knowledge, teacher practice, and empirical research.- Quote paper
- Matthias Gonszcz (Author), 2012, Classroom disruptions. Preventive and reactive measures compared between theory and practice, Munich, GRIN Verlag, https://www.grin.com/document/1168132
