EDU6250 Article 3

Preschool Teachers' Beliefs, Knowledge, and Practices Related to Classroom Management

Purpose: This study examined preschool teachers’ beliefs, knowledge, and practices related to classroom management.

Participants: Six teachers at a private preschool in a suburban Mid-Atlantic state called Hawthorne Academy. Teachers taught ages 3-5 and have taught a minimum of 2 years.

Methodology: Data for the study included interviews (5 interviews over 10 weeks lasting 45 minutes), observations (8:00-12:00 once a week over 10 weeks), and document review (school website and written items by participants.) Data is then broken down into the participant and their respective classroom. The framework is a multiple case study design which is used to examine multiple cases around common research. Here are the questions used:

1. What are the components of classroom management in preschool?

2. What is the role of the preschool teacher in classroom management?

3. What are the sources of preschool teachers’ knowledge about classroom management?

4. How have preschool teachers evolved or developed as classroom managers over the course of their careers?

5. How are preschool teachers’ beliefs and knowledge about classroom management manifested in their classroom practices?

6. Do preschool teachers engage in classroom management practices that support or contradict their stated beliefs?

Findings: The findings revolve around the six questions mentioned above. Participants saw teaching students social and behavioral as the main goal of classroom management. This was done mainly by modeling appropriate behavior as the teacher. Another big one is getting students as much independence as possible, such as classroom and self-care routines. Being able to give emotional support was something all teachers did. This was to let students know they can trust the teacher while also nurturing their needs. Going along with that are the teachers consciously making efforts to respect the students’ feelings. All participants said their greatest influence with classroom management is their experience. Language was the way participants had the most successful managed students. When this did not work, physical prompts or sign language was used. Participants’ classroom management styles were very consistent with what they stated they believed.

My Personal Reflection: I think that was a great study and found things I could easily relate with. Drang’s background is an early childhood special education teacher who had students with moderate to severe disabilities. This is basically what I do just at the high school level. More than anything it reminded me of where my students start off at versus where they are when they come to my classroom. In Valley View our students like this in early childhood do not do ANY academics. Everything is social and behavior management the entire school day. When they get to me, most (if cognitively capable) are expected to have some academic skills. I know for the kindergarten teachers they have a very hard time because now these students are expected to be able to do academics and be tested on it. For this population the ultimate goals in mind should be independent living skills, job skills, and appropriate behavior. Even though this study was focused on 6 teachers and their personal beliefs and styles, I was more focused on what I am doing in my classroom and how I can better my own practices. Although this does not specifically focus on a tool, I think the correlation between the study and ClassDojo is very strong. The ideas and practices of the teachers are things that the program does for teachers in the classroom.

Drang, Debra. 2001. “Preschool Teachers' Beliefs, Knowledge, and Practices Related to Classroom Management.” PhD dissertation, Department of Philosophy, University of Maryland, College Park.