Kindergarten Teachers' Classroom Management Beliefs and Practices and their Implications on Students' Social and Academic Outcomes
Florin, Laren D. 2011. “Kindergarten Teachers' Classroom Management Beliefs
and Practices and their Implications on Students' Social and Academic Outcomes.”
PhD dissertation, Department of Philosophy, Old Dominican University.
Purpose: The purpose of this study is to understand the proportion of classroom management styles of Virginia Association of Early Childhood and to also see if kindergarten teachers understand Baumrind's framework and if their style is similar.
Baumrind talks about parenting styles. Some examples are authoritative, authoritarian, indulgent, and neglectful.
Participants: Participants are members of the Virginia Association of Early Childhood Educators. More specifically this was nine urban public school kindergarten teachers. Seven of the nine have a master's degree. Participants were not anonymous.
Methodology: This study was broken into two parts. One is sending the teachers questionnaires in emails to be able to assess their classroom management. The other part is a case study with nine kindergarten teachers in urban settings. Florin had to contact the school principal to get permission and then from there contact individual teachers to get permission from them. Florin notes that student data was also collected on five random students in the classroom to understand their social skills.
Findings: All teachers found themselves to be authoritative type, which means they are more likely to be child-centered and have high expectations with positive interactions. The authoritative type are generally not as controlling, consistent, fair, more forgiving, and set clear standards. Interviews with teachers showed most are aware of their own classroom management practices they use to create their own style. The teachers only looked at classroom management from a control point and nurture comes second. This shows that nurture may not be connected to classroom management. Most teachers also talked about the importance of being consistent, routines, and procedures. The majority said that their teaching experience was the greatest factor to their classroom management success. Even though learning about theory in the classroom is beneficial, putting it into practice was their best success. Two teachers specifically talked about other factors, such as home life, prior job experience, and their own experience as a student. Eight of the nine teachers are also seen as having high communication with their students. Even though all nine teachers identified themselves as authoritative, only seven were seen as such through observations.
My Personal Reflection: Florin says that most problems with student behavior comes from poor classroom management. She says, "Classroom management is not simply managing the behavior of students with rewards and punishments, but rather it encompasses a variety of practices that are essential to teaching" (p.1). I had never hard of Baumrind's framework and found it very enlightening to read about the different types and styles. I thought it was interesting all nine teachers thought they were the "best" style .aka authoritative, but only seven were seen as such. I think this goes into the human nature of where people think they have a perception of themselves but it differs from what other people see. I found myself doing additional research into Baumrind and more into the different styles. I would like to take different positive characteristics I may not be using as much to bring into my classroom.
Purpose: The purpose of this study is to understand the proportion of classroom management styles of Virginia Association of Early Childhood and to also see if kindergarten teachers understand Baumrind's framework and if their style is similar.
Baumrind talks about parenting styles. Some examples are authoritative, authoritarian, indulgent, and neglectful.
Participants: Participants are members of the Virginia Association of Early Childhood Educators. More specifically this was nine urban public school kindergarten teachers. Seven of the nine have a master's degree. Participants were not anonymous.
Methodology: This study was broken into two parts. One is sending the teachers questionnaires in emails to be able to assess their classroom management. The other part is a case study with nine kindergarten teachers in urban settings. Florin had to contact the school principal to get permission and then from there contact individual teachers to get permission from them. Florin notes that student data was also collected on five random students in the classroom to understand their social skills.
Findings: All teachers found themselves to be authoritative type, which means they are more likely to be child-centered and have high expectations with positive interactions. The authoritative type are generally not as controlling, consistent, fair, more forgiving, and set clear standards. Interviews with teachers showed most are aware of their own classroom management practices they use to create their own style. The teachers only looked at classroom management from a control point and nurture comes second. This shows that nurture may not be connected to classroom management. Most teachers also talked about the importance of being consistent, routines, and procedures. The majority said that their teaching experience was the greatest factor to their classroom management success. Even though learning about theory in the classroom is beneficial, putting it into practice was their best success. Two teachers specifically talked about other factors, such as home life, prior job experience, and their own experience as a student. Eight of the nine teachers are also seen as having high communication with their students. Even though all nine teachers identified themselves as authoritative, only seven were seen as such through observations.
My Personal Reflection: Florin says that most problems with student behavior comes from poor classroom management. She says, "Classroom management is not simply managing the behavior of students with rewards and punishments, but rather it encompasses a variety of practices that are essential to teaching" (p.1). I had never hard of Baumrind's framework and found it very enlightening to read about the different types and styles. I thought it was interesting all nine teachers thought they were the "best" style .aka authoritative, but only seven were seen as such. I think this goes into the human nature of where people think they have a perception of themselves but it differs from what other people see. I found myself doing additional research into Baumrind and more into the different styles. I would like to take different positive characteristics I may not be using as much to bring into my classroom.
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