Generalizations on Questions & Responses:
General Classroom Management:
What are your classroom management philosophies?
Consequences and expectations are clear
How to do prevent problems from coming up?
Keep students busy and engaged.
How do you keep students actively engaged in the classroom?
100% participation by random kid calling (popsicle sticks)
How do you direct your management towards self control versus controlling the student's
Open-ended follow up questions, make them take ownership
What techniques do you use to redirect your students?
Non-verbal redirection
Rewards, Praise, Recognition:
How often do you praise your students?
Each teacher praises, bt at different times/different context
Do you have a system for praising and/or rewarding student behavior?
Everyone has different systems for praising
Do you find the system works better for some students compared to others?
Yes, depends on the student
Punishment and Discipline:
What is your system for discipline? How do you implement it?
External signal/different for teachers because of the grade differences
Do you find this is more effective with some students over others?
Yes, depends on home life and their past
Do you have levels of discipline? If yes, how do you distinguish which level to use on which students?
Does it differ depending on the student?
Yes, different levels depends on different things
Is your system different for students with special or behavioral needs?
Yes, the systems try to fit the individual
Teacher Involvement & Relationships
What do you feel are the most important aspects of the teacher-student relationship?
Caring about the student, from other aspects will follow like respect, and relationships then start
to form
How do you see your role in yours students’ lives?
Strong, parent-like role/ Role-model like ( caring, parent-like, but “ not a friend”)
To what extent do you communicate problems/concerns with parents?
Without hesitation as needed after discretion
What are the biggest challenges in communicating with parents?
Clarifying what the issue is, and “follow through” on the parents behalf.
If you had to choose one piece of wisdom to give new teachers about teacher involvement and
relationships in the classroom, what would it be?
Forming/establishing a respectful mutual relationship and getting to know student's home life,
hobbies, family dynamics etc.
? Central Research Question?
? Title of paper?
Sections to include
Intro
Literature Review
Instrument
Methods
Results/Findings
Discussion/Limits. Implications
[Conclusion]
Appendix A
CLASSROOM MANAGEMENT INTERVIEW QUESTIONS AND RESPONSES
Questions
Interviewer 1
Interviewer 2
Interviewer 3
Interviewer 4
Interviewer 5
Generalization
How long have
you been
teaching?
18 years
3 years
13 years
6 years
5 years
40% more than
10 years
What
Schools/grades
have you
taught?
Student taught
a middle
school, rest of
tenure has
been 10-12
7-12
1-5
Middle School
Grades 6-8
7-12
What made you
want to become
a teacher?
Because in 9th
grade, her
math teacher
told her girls
were too
stupid to do
math and he
wasn’t going
to slow down
the class for
the girls
because
everyone
knows girls
can’t do math.
And Ms
Toomey made
her really
enjoy math;
she taught
geometry.
She always
loved school
and helping
people. She
likes having
fun with the
kids and finds
teaching this
level more
interesting.
She had a High
school
experience
volunteering
with a summer
program for
students labeled
mentally
retarded. After
that Mrs. Saka
decided to be a
teacher.
She always
wanted to be a
coach and
other than that
it kind of just
happened once
someone saw
how she was
with kids
His father was
a teacher,
recommended
and
encouraged to
become a
teacher
What steps do
you take to
prevent conflicts
in classrooms?
Student to
student
conflicts: if
aware of prior
personality
conflict, keeps
students away
from each
other. If it
happens in the
classroom,
than verbally
steps in
between and
shuts it down.
Doesn’t allow
inappropriate
behavior and
conversation.
Kids are not
Seating
charts.
Homework
chart on the
board with
assignments
clearly
labelled. If the
need arises to
seriously
reprimand,
take students
out into the
hallways and
not in front of
the class. If
the whole
class is acting
up she will sit
at her desk
Attention to the
physical set-up,
student
groupings. Plan
lessons well,
appropriate
supports and
challenges.
Plan for
movement,
brain breaks,
variety of
activities.
Articulate
expectations
clearly and
follow-through
with rewards
and
consequences.
Make sure to
address the
situation right
away and then
know your
kids to know
what situations
may arise if
certain kids are
together
1-one to one
intervention,
2-knowing
why, 3changing st
seat or place
Common
responses
included
changing
seating,
modelling
appropriate
behaviour
What types of
rules are most
effective?
Which are not?
allowed to be
mean to each
other. She
keeps them
after school,
brings them in
for
conversation
after school.
Tries not to
embarrass
them. Will talk
to other
teachers or
social works if
there’s a real
problem, new
or unusual
behavior.
Between
student and
teacher: has
them come in
and talk to her
and they will
sit down and
discuss
conflicts. Says
they don’t
have to like
each, they just
have to work
together and
learn. DOesn’t
want anything
to prevent
students from
learning.
and assume
doing other
work-- this
usually gets
the kids’
attention.
Teach and
model prosocial
behaviors,
negotiating and
conflict
resolution.
Clear rules.
Not rules that
are vague or
ambiguous
and make kids
guess. Rules
can’t change
all the time.
Most of her
rules are based
on common
descent
behavior.
Everyone has
something to
say and should
be heard. Her
room is a safe
place to learn
and express
yourself.
Students are
She lays
everything out
in a syllabus
at the
beginning of
the year and
keeps a copy
for students to
review. She
also cites the
student
handbook so
that kids can’t
say she is
making thing
up.
See above.
Rules that are
very clear but
many times the
most or least
effective rules
will depend on
the situation
that they are
used in
Among the
rules a teacher
can add
students own
idea/rule but
they have to
align with the
teacher's
expectations
and do/sign
agreement on
paper btw
teacher and
sts. Sarcastic
behavior
against student
responses and
classroom
rules, not
being
consistent in
applying
Clarity is a
common point
not allowed to
insult each
other or
themselves.
“You do not
insult my
students”
classroom
rules might be
ineffective.
What
preventative
measures do
you find most
effective?
Which one do
you find as the
least effective?
Preparation.
You must be
prepared or
the students
will fill the
time and
things get out
of hand. When
the technology
doesn’t work
or there’s a
fire drill, there
always has to
be something
for backup.
Doesn’t have
to be perfect.
Least effective
is when she
goes off on
tangents. Tells
stories to
students about
family as
educational
examples. Can
be both
effective and
ineffective.
Reasoning
with students
is more
effective than
losing your
temper with
them.
Showing
respect gets
you further
than showing
anger.
Most effective:
See above,
letter 1A.
Having good
administration
that always has
your back is
the most
effective
because then
any time you
send a kid out
of the
classroom to
them, if they
have your back
always it
makes it much
easier to
prevent
negative
behaviors
Most
rewarding st
positively, and
least
punishment
What activities
do you use to
help reinforce
preventative
techniques?
Group work
strategies.
Tries to group
to student
strengths and
be aware of
personality
conflicts
She gives
them the
opportunity to
use their class
time how they
see fit, but
makes sure
that students
understand
that the time
they should be
using asking
questions or
completing
projects is the
only time
they’ll get and
then they have
to move on.
Morning
meeting.
Character
Building and
group work.
Putting st
name in jar
who acted well
during a week,
at the end of
the week
drawing
lottery and
giving prize
Group work
mentioned on 2
occasions
How do you
display yourself
as an
My voice,
body
language,
Try to be
organized so
that she can
I articulate and
teach behaviors
for procedures
By making
sure to start off
strict and
Getting all of
my sts know
my
Routines &
structure
authoritative
figure?
direct eye
contact. Using
brief but firm
statements.
Proximity to
students or
faculty
members. If
there is
something I
need to say, I
say and then I
try to move on
from there
hold kids
accountable.
Being firm if
the situation
warrants
being firm.
Being clear
with your
words.
and routines for
the first few
weeks. We
practice and I
correct/modify
their behaviors.
I am consistent.
I am always
aware of
students and let
them know
that.
What types of
rules are most
effective?
Which are not?
almost
intimidating so
the students
know I’m in
charge
expectations in
the class,
learning
quickly and
knowing all of
my students
names,
establishing
classroom
routines, and
most
importantly
setting my
classroom
rules at the
first day of the
school
Treat others
how you
would want to
be treated =
most effective.
Vague rules =
least effective
Establish and
follow through
on
expectations
and the
students will
know what to
expect from
you
Establishing
rules is only
good if you
follow
through with
them, so make
sure that the
rules can
actually be
followed and
administered.
It is important
to articulate
and practice
expectations
from day 1. See
#2A. When
students follow
routines and
procedures the
teacher doesn’t
need to make
them happen
and it is very
clear when
someone is not
following
procedures.
You NEED it.
Without it you
have nothing
to show or tell
students what
they rules are
When rules
and
expectations
are established
at the first day,
the only thing
is being
consistent in
applying them
(for teacher),
otherwise sts
start no to
obey them.
How do you
communicate
the classroom
rules early in
the year? How
do you
reinforce/revisit
them as the year
progresses?
The 3 most
important
rules she tells
them the first
day and
everything
else you can
take from
there. Respect
and honesty
are 2 most
important
rules
Having rules
early in the
year makes
you more
confident. As
the year goes
on the kids
will wear you
down so it
helps to have
things written
down.
See 2A above.
Procedures and
routines come
first. They are
revisited
whenever
necessary,
especially after
school breaks.
Always keep
them listed up
somewhere in
the classroom.
Make sure to
go back over
them or have a
student go read
them if they
need to be
reminded
I put class
rules and
routines on the
wall, and
practice
throughout the
first month.
How aware are
you of your role
as a behavior
Very aware. I
teach lower
level kids and
I’m very
conscious of
it. Especially
All day every
day
Very aware
Yes I am, I
always try to
know the
How does
establishing
rules early in
the year effect
classroom
management?
Important but
need to keep
following
through
Unanimous
agreement that
they are
model in the
classroom?
I try to
exemplify
very carefully
the behavior I
want them to
show as
adults.
being a coach
helps with me
seeing how
much my
attitude
affects the
kids.
Do you think
that teachers
should behave
like “role
models” in the
classroom only,
or out of school
do they need to
be aware of
being a role
model for
students too?
In and out of
the classroom.
You are stuck
with it. If you
get in trouble
outside of
school, (get a
speeding
ticket, or cut
your neighbors
trees down)
the first thing
in the paper
will be your
district and
that you are a
teacher, not
your name.
Yes. I try not
to do anything
in public that I
would not
want my kids
or their
parents seeing
me do.
Always
The two most
important for
me are
empathy and a
good work
ethic.
There are many
important
personal
qualities and
skills to model.
How do you
manage
common
disruptions in
the classroom?
Teachers must
be consistent
and address
disruptions in
the same way
for all students.
Verbally. I just
regroup them
and call them
back. I glare at
them. Tell
them “this is
not
appropriate”.
reason behind
when a st acts
out and then
refer them
consequences
if they keep
doing it.
behavior
models
I feel that how
I am in the
classroom is
the same as I
am outside of
it because that
is just me.
Should always
try to be a
good person
To build
teacher-student
relationship, a
teacher need to
talk at student
level but not
break their role
model. Outside
of the school, a
teacher does
not do too
much than
own model
80% agree
importance of
role model
outside of
school
There are many
important
personal
qualities and
skills to model.
Try to not be a
pushover or
just let the
students be in
charge
Having great
expectations
on student
learning and
achievement
and
enthusiasm
You have to
feel kids out
and
understand
what
situations
warrant
stopping the
class, and
which ones
will resolve
on their own.
Speaking
sternly usually
clears the air.
Redirecting.
Immediate
response to
student +
application of
consequence.
Address any
disruption
straight away
and make sure
to end it before
it can grow or
escalate
Immediately
respond, keep
verbal
interactions
briefly (not
lecturing),
positive mode
and body
language, and
be gone (let
them think)
Biases can
play a huge
role. But
being biased
helps no one.
Kids who feel
slighted will
not respect
you and kids
who feel
Teachers must
be consistent
and address
disruptions in
the same way
for all students.
Can play a
very big role.
If teachers
have favorites
they will often
take their side
and believe
them more
than another
student
Biases might
help a teacher
know the
reason why a
st disrupts
others, but not
to reflect to the
students, and
treat with the
All answers
include
variations of
immediate
verbal response
favored feel
entitled. So its
a no win
situation.
same way for
all
Do you use
punishment in
your classroom?
If so, what does
it look like?
Yes. Depends
on situation. I
will give lunch
detentions if
student can’t
stay after, give
after school
detentions. If
plagiarism,
gives a 0 and
makes a phone
call home.
Being fair
does not mean
treating
everyone the
same
Yes. I will
move seats
around so that
they aren’t
with their
friends. I
usually make
them do
something
that corrects
their behavior.
No
Yes but it
varies. Can be
taking away
electronics
when they're
not allowed to
have them, or
lunch
detentions.
My
punishment
looks like talk
one by one and
contact with
parents
Do you
differentiate
your response to
disruption
based on the
student’s IEP or
special needs? If
so, how?
Yes and no.
No when it is
an overall
inappropriate
behavior that I
would hold
anyone
accountable
for. If it is
something
specific to
their learning
disability then
I respond
differently
depending on
what they
need
Most students
that I have
with IEPs
have them for
educational
disabilities,
not
behavioral, so
I don’t
encounter that
much in my
class.
Sometimes,
these students
just don’t
know, so I use
this as an
opportunity to
explain to
them and say,
this is why we
are upset, or
whatever the
situation is.
If an IEP
indicates a
particular
behavioral
need, then it
must be
followed.
Only when it
is something
specific
regarding the
student's IEP
other than that,
they are
treated just
like any other
student in
regard to
following
rules.
For special ed
students, yes I
am. I consult
with special ed
teacher and
ask them what
is the specific
actions for
specific
individuals
Do you utilize
skill based
lessons (for
example,
conflict
resolution,
taking
constructive
criticism) to
help avoid
disruptions? If
so, what do
Not formally.
Informal
conversation
in a self
deprecating
form using
herself as an
example. Not
formal
because of
time
management.
Sometimes
Not formally.
Yes. See above.
These can be
taught during
morning
meeting. They
can be modeled
and taught in
context
throughout the
day as well.
Yes teaching
kids to use
their words to
express their
feelings and to
make sure to
talk and listen
when they or
another
student has a
problem
No,
Maybe once or
twice a year
have grade
conference to
get sts know
what are
bad/harmful
behaviors and
ask them what
are the best
actions against
those lessons
look like?
kids come in
responding to
drama that
occurs during
the day and
can’t move off
of it. She uses
that as a
prompt to talk
about life
skills and have
a conversation
while the kids
are struggling.
these
behaviors.
Generalizations on Questions & Responses:
General Classroom Management:
What are your classroom management philosophies?
Consequences and expectations are clear
How to do prevent problems from coming up?
Keep students busy and engaged.
How do you keep students actively engaged in the classroom?
100% participation by random kid calling (popsicle sticks)
How do you direct your management towards self control versus controlling the student's
Open-ended follow up questions, make them take ownership
What techniques do you use to redirect your students?
Non-verbal redirection
Rewards, Praise, Recognition:
How often do you praise your students?
Each teacher praises, bt at different times/different context
Do you have a system for praising and/or rewarding student behavior?
Everyone has different systems for praising
Do you find the system works better for some students compared to others?
Yes, depends on the student
Punishment and Discipline:
What is your system for discipline? How do you implement it?
External signal/different for teachers because of the grade differences
Do you find this is more effective with some students over others?
Yes, depends on home life and their past
Do you have levels of discipline? If yes, how do you distinguish which level to use on which students?
Does it differ depending on the student?
Yes, different levels depends on different things
Is your system different for students with special or behavioral needs?
Yes, the systems try to fit the individual
Teacher Involvement & Relationships
What do you feel are the most important aspects of the teacher-student relationship?
Caring about the student, from other aspects will follow like respect, and relationships then start
to form
How do you see your role in yours students’ lives?
Strong, parent-like role/ Role-model like ( caring, parent-like, but “ not a friend”)
To what extent do you communicate problems/concerns with parents?
Without hesitation as needed after discretion
What are the biggest challenges in communicating with parents?
Clarifying what the issue is, and “follow through” on the parents behalf.
If you had to choose one piece of wisdom to give new teachers about teacher involvement and
relationships in the classroom, what would it be?
Forming/establishing a respectful mutual relationship and getting to know student's home life,
hobbies, family dynamics etc.
Interview Responses 1:
Question list:
General Classroom Management
-What are your classroom management philosophies?
Generally, you have to have the rewards and the consequence. Every year I have a star chart;
every month I give them a chart, and they can earn stars for being ready, coming back from art…
they can get it as a group, individual… Then at the end of the month if they fill their chart, they
can get a no-homework pass. For the consequences, that’s the stripes chart that I have, so when
they’re talking, disruptive, anything like that, then they have to take one of three stripes, and
when they lose all three, then they have to stay I.A. and write a note to their parent telling them
why. Then it starts clean with three new stripes the next day. I’ve never had somebody stay I.A.
to have to write a letter. When I taught 4 grade, we had to use it more often, and they had to
stay in from recess and write a letter, because they didn’t have I.A. I think it’s just the age and
maturity which is why it’s difficult. By the time they’re in 5 grade, you know the rules.
-How to do prevent problems from coming up?
Well, the first day, you still, even 5 grade. I usually start with, what were your rules last year,
and they’re the same this year. And because I teach social studies, we do start the year with a
class constitution, and it’s modeled right after the preamble, with rights. Everybody has the right
to be safe, the right to participate, self-discipline, mutual respect… and what they would look
like. And they sign it, so sometimes we have to pull that back out and look at it and remind
ourselves what that is. So generally, with most kids, just knowing the class constitution, and
knowing that they’re not going to get away with anything. And that’s where I’m
different. You’re talking in class, you pull a stripe. I don’t just keep giving warnings.
-How do you keep students actively engaged in the classroom?
That’s a whole course. The way I walk around the room, that keeps them on task, because if
they know you’re hovering, they’ll come back on task. Also the popsicle sticks. I keep all of
their names on popsicle sticks so I can call them at random, and that keeps them paying attention
if they don’t know when they’re going to get called. One activity, too, it they’re working in
teams or partners, is I’ll pose a question… they discuss it with a team or a partner, and they’ll all
have a number, but they don’t know what number I’,m going to call to answer, but they’ve
already discussed it. And I’ll preface it with this – this is your whole team, so if you can’t
answer it, it’s not your fault, your group did not talk about it, and I’ll talk to the group like, ‘Why
are you letting him stand there and not have anything to say?’ So that keeps everybody on their
toes because they don’t know who’s going to get called on. Always give them the question
beforehand to keep them focused on the lesson. That’s what I try to do up there with that chart,
but especially in math… And then maybe today we’ll multiply 2-digit numbers. And it also
helps keep the academic language that they’ll see on exams. So that to start a class, you go to the
question, or the “today we will,” they know what the focus is for the day, and then that’s a good
way to wrap up the lesson, to “show me you can multiply 2-digit numbers.” There’s a lot. Like
I said, there’s books written on the subject of how to keep them actively engaged, so…
-How do you direct your management towards self control versus controlling the students?
I just keep talking to them and saying to “show self-control; you’re not showing self control” and
just call them on it because they’re not aware a lot on what they’re doing and it needs to be here
in the classroom, and you’re not shouting out. And that’s when I would take a stripe if they’re
not showing self control. You know, “hands to yourself; you’re bothering somebody.” And I’ll
th
th
th
tell students, too, if someone’s bothering you, just yell, “stop it!” and that gets my attention, and
I’ll see who’s bothering you, and then that stops it, because in 5 grade nobody wants to get
called out. They’re all starting to want to blend in and not get called on. So when they have
those behaviors that are annoying to somebody else because they don’t have that self-control,
they’re going to get called out, and that will stop that behavior. Just saying that I was reminded,
when I was student teaching, my girlfriend’s co-operating teacher was talking about classroom
management with her co-operating teacher about discipline and management with 5 and 6
graders. And he said, “You just give them a look. A look like, ‘What are you doing?’ And that
usually stops it.” And it does. And now my look is just there. I just stare. ‘Cause number one,
you’re not going to say anything, ‘cause you’re not going to get in trouble with them going home
saying, “The teacher told me…” Just a look. Somebody said something to me recently about
laser eyes. My teacher had laser eyes. I’m like, ‘I got laser eyes.’ And so just a look like, ‘What
are you doing? You’re embarrassing yourself,’ is the look that I’m giving them, and then they’ll
realize it, and they’ll stop. ‘Cause Griffin will do that. He gets silly sometimes, and I’ll just
stare at him, and he stops, because nobody wants to get called out. That’s another good
strategy. Because you’re not being disruptive. You’re not stopping what you’re doing. And
they’re going to stop what they’re doing.
-What techniques do you use to redirect your students?
[Touched upon above]
Rewards, Praise, Recognition
-How often do you praise your students?
I think I do it often, but I don’t give faint praise – for very little. Like for some of the kids. Very
sloppy work. If it’s finally neat, I’ll praise them. It’s something they’ve got to feel success. I
think I do it a lot. I’ll clap if I think there’s a right answer. Just a lot of… I feel like I get very
emotional, like “Huray, you got the right answer!” or like “Yahoo!” If it’s individual, you know,
just notes on the paper, like “This is much better,” or “you really studied hard,” just those kind of
notes, too. I think I do a lot, and I think it would be kind of cool to have someone observe and
point out how often you might do it within a lesson. I also try, like if there’s a kid that I did have
to scold earlier in the day, I don’t want him going home feeling rotten, so I will pump him up
with praise, too. Even if it’s just a simple, “You had a better afternoon than the morning
was.” So…
-Do you have a system for praising and/or rewarding student behavior?
The charts, yep. You don’t want to get too many things going on rewards and consequences,
because then you’ll lose track, and you make yourself crazy. And I do have to stop myself every
once in a while when you do have a child that needs their own personal chart, or behavioral
modification, I’m like, alright, did I already exhaust what I have in the classroom. If you’ve got
too much going, you forget, they forget. So, I don’t like to give out food, but it works. And
what I do is I have the clean desk fairy, so they’re little cards that say, if they left their desk
clean… and I use it once in a while, and then they get a little starburst if they left their desk clean
and organized. And then the homework-opoly that’s up there. That’s a reward system that I just
started a couple years ago because kids were getting really bad about doing homework. Again I
don’t use it every morning, but if you’ve done your homework, you get to move ahead a spot,
and so it’s just like a Monopoly board, where if you land on “take a chance” or “treasure chest,”
you can go and pick a card, and on the card are things like using my chair for the day, they love
that, where they get my chair and they bring it right over their desk, and they’re sitting there all
day long. They look like the king. Eating lunch with me. Eating lunch with a friend, and those
th
th
th
are good rewards for no matter what you want to do. If it’s eat lunch with me I tell them they
can bring a friend, and they’ll come back here, and it’s quiet, and maybe we’ll play a game, or
just talk. The last time some girls came, we decorated the room for Halloween after they ate
lunch. Another reward on there is a night without homework, or do half an assignment,
umm… Take your shoes off during silent reading, which we don’t have, but I’m like, “You can
take your shoes off during any part of the day that you want to.” Oh, then some are blank,
because it all came from a kit, so some of the cards are blank, and a couple of kids suggested I
put in there to be a teacher assistant for the day, and you would help me, so I said that’s a good
one, because they’d love to grade papers, or help me run errands or whatever they want to
do. So those are all rewards, and they can be used for anything. Doesn’t have to be
homework. So you gotta pick the behavior you want changed, and then, find your rewards
system to go with it.
-If so, can you elaborate?
[See above].
-Do you find the system works better for some students compared to others?
Oh absolutely. Because some kids are just naturally and intrinsically good, and they’re just good
kids. Some just want to be good and never upset the teacher. Some know… they come frome
good homes, and if they get in trounle in school, they’re in trouble at home, and just good
parenting… They know to behave in school, they’re not going to get in trouble. Some kids are
just wise guys, and that self-discipline, they still have to get that under control, so they might get
in trouble more often. Sometime you’re going to get kids that don’t have that- they don’t have
the boundaries or the discipline at home. And so it’s awful hard to have it here. And awful hard
to sometimes, if you have a totally different way… I mean if a kid is beaten at home for
discipline and then they come here and it’s a completely different system, not that you would
change your way, to beat them, but it’s hard because they’re confuded. Or then there’s just kids
that don’t have any support at home. Rarely if I have to call a parent to I have a problem and
they argue with me. I mean it does happen, but rarely do they say, “No, not in school, not my
kid, it’s what you’re doing.” More often if there’s a problem I’ll have parents say, “Oh I’ll take
care of that, we’re not gonna have that.” And then they don’t do anything. So, if they don’t get
consequences at home, they don’t care about the ones here. And a lot of times you have to work
with a parent. They need to take something away at home too. So the consequences need to
work both ways. If you’ve gotten that far where you’ve got to start working with a parent on
their behavior changes.
Punishment and Discipline
-What is your system for discipline? How do you implement it?
[Discussed above]. And I use the wind chimes to get control of the room, or my bell, cause it
just depends on where I am in the room. Most teachers have some system of getting kids quiet,
that’s just good teaching too. I mean, I’ve got the wind chime because I like the sound, it’s easy
to reach, it looks pretty standing there. We used to do a clap to get them quiet. Eh, it worked,
but I like the chimes, or any kind of… Ms. Mulderik has the- with a stick, and you hit the
chime… I think the music kind of works better. Besides, sometimes my hands are full. You
normally need to use that when they’re working on a project, and you need to end the project and
get their attention back and focus. As good as these guys are, one thing we’ve worked on a lot is
the volume of the noise level. They might all be working, and then it gets louder, and louder,
and then they’re not working, because they’re chatting, so the work’s not getting done as
efficiently, but then the noise level… that’s when I have to keep doing that, like, it’s getting too
loud. And they are learning what the appropriate noise level is. But when I came in here, I’m
like, holy cow. And this isn’t a full wall, so I’m very conscious of that, so reminding them that
they can hear us just like we can hear them, and it can be very disruptive. So, just being
respectful.
-Do you find this is more effective with some students over others?
Again, it starts at home. If it’s- if they’re going to come in and be disciplined, and know what’s
expected of them, and have parameters, then they’re going to be fine. And if the parents can
work with me on severe behavior issues. If all I get is, “Oh yea, we’ll take care of that,” and
there’s no changes, then they think they can sneak around here, and they lie, and you try to catch
them in a lie, so, yea, I mean some kids are certainly better managed than others.
-Do you have levels of discipline? If yes, how do you distinguish which level to use on which
students? Does it differ depending on the student?
Any difference is going to come in when a student needs a special behavioral modification plan.
-Is your system different for students with special or behavioral needs?
Yes. We try to keep it somewhat consistent from student to student like a rewards system, but
we’ve broken down more… A lot of times you break it down into morning and afternoon. They
have to have so many stickers/stars/whatever in the morning, and then again by the end of the
afternoon. So they can get a reward in the morning if they meet the criteria, and the same in the
afternoon. If that’s too long of a stretch for them to hold it together, then it might go from period
to period. If you can get through math class, you get a reward. Especially with special needs
kids. You might see doing the work, not shutting down, being respectful. Like Stephen’s fine –
he doesn’t need a behavioral chart, but years ago, he might have, to control that
frustration. Another strategy is to help them focus or to get a grasp on their anxiety is “big deal
or little deal.” They have to say whether they think this is a big deal or a little deal, and then
there’s a whole list of coping strategies, for what they can do to get through this. And- Lise and I
just discussed this yesterday, because I don’t know if I like this. To them it’s a big deal. That’s
why they’re stressing out. So when we tell them, “Big deal, little deal?” They’ll say, “Yea, it’s a
big deal.” But no, it’s a little deal, so here- that’s just adding to that, and Lise agreed with me
because yesterday Stephen got in her face. She must’ve gone through this, “Big deal, little
deal?” and he looked so angry, and he got in her face, “It’s a big deal!” And I had to go in there
and talk to him, and I talked to her and said, “I don’t like that, because we’re not validating their
feelings. We need to say this is not a big deal, and here are the coping…” but you can’t even
say, “It’s not a big deal.” Because it is a big deal, that’s why they’re acting out. But usually if
you have a behavioral mod, there’s an emotional component, either they’re emotionally
disturbed, or there’s specially needs, or if they’re on the spectrum there’s certainly going to be
that frustration with not being able to communicate. But usually we’ll go small increments,
whatever they can handle, and then they get a reward. And that can depend, maybe it’s a little
toy or gadget, time spent with you or with the counselor… Up here, anyway, you’re always
working with the guidance office when it comes to anyone who needs a behavioral modification
chart- you’re always working with a counselor. So sometimes a reward for them is to just spend
time in the counselor’s room, or sit in the beanbag, or color/draw or whatever during a
studyhall. But generally, you try to keep it simple, so that you can keep up with it, and the child
can also know exactly what the behavior is that they have to stop, and what the rewards are. And
just usuing a little chart so they can visually see if it’s a good day or if they’re doing well or
not. 5 grade it gets tricky, because they don’t want those charts right on their desk, which you
th
might do in elementary. They wanna be like every other 5 grader, and they don’t want a chart
on their desk, so be a little subtle about where you might want to put that.
Teacher Involvement & Relationships
- What do you feel are the most important aspects of the teacher-student relationship?
Mutual respect. I think that’s really important, because you always expect the child to respect
the adult, but it’s gotta go two ways, so I try to make sure that they know that, um, that it’s fair,
they I treat everyone fairly in the classroom, no-one’s treated differently. Nurturing. Firm. Just
being kind and understanding, and being compassionate. Understanding what their problems are
and where they’re coming from. And I’ll tell you these kids are coming to school with more and
more problems every year. Home lives. So that’s really a big part of it, just the compassion, but
again, you’re not in the business if you don’t have that. You’re not- you didn’t want to become a
teacher if you don’t have that compassion and that nurturing and that ability to really understand
where they’re coming from. So I know the kids that are coming from rough homes and try to be
really sympathetic towards that. The last few years I’ve had a child who’s lost a parent, so I’m
really careful about what books I choose to read, what movies I show, so that we’re not having to
bring that up again. This needs to be a safe space for them. They can sometimes get away from
some of their problems for six hours if it’s a real tough home life.
-How do you see your role in yours students’ lives?
I keep thinking maternal, because it is very mothering, with both the nurturing and your
expectations and the discipline, but I’m not their mother, so there’s that line, too, where you’re
not as nurturing as the mother would be, but you do have that compassion. An authority figure,
without being overpowering, I mean you don’t want them scared of you, I mean I might have
parents say, well, they’re afraid of me, well, at some level they should be. I’m the teacher, and
just like you might be afraid of a police officer or your principal, there’s a level they do need to
be… I’m not their friend.
- To what extent do you communicate problems/concerns with parents?
If it happens a lot, if they’re just an anxious kid, or just a hyper kid that just likes to bounce
around, then just, that’s the way they are, and just discipline them and get them to where your
expectations are. If it’s a problem, absolutely, you know… A phone call first, or an email,
usually a phone call, like, these are the problems we’re having, this is what I’ve done, we need to
talk about that, so… Just a phone call or, you know, at a conference time, explain some more
problems that you might be having. Usually before I call a parent, have an answer. Like, this is
what I’ve done, and I might make up a behavior chart and tell them, this is behaviors that we
need to have changed, and this is what I would like to do. Because I don’t want to sit on the
phone and hear, “Oh, we have the same problem at home.” And if that’s the case, then what are
you doing at home? Try to mirror what you’re doing at home so that, again, you’re
consistent. And if I have to send someone to the office or write up a discipline referral, it’s the
first thing Mark says when we talk about it. And if he gets a phone call from a parent, that’s the
first thing he says, “Did you call the teacher?”
- What are the biggest challenges in communicating with parents?
That they don’t want to work with you, that they’re not going to see the problem. Or they might
say it on the phone, but you don’t see it. If they agree to certain things, and it’s not happening at
home. I really haven’t had too much of that. I think some things THINK that I’m too tough and
that their kids are angels, but that’s the minor stuff. When it comes to really changing behavior,
that’s the biggest one, where there’s no follow-through on their end, so we’re on our own.
th
- If you had to choose one piece of wisdom to give new teachers about teacher involvement
and relationships in the classroom, what would it be?
Know your students. Know their backgrounds and where they’re coming from, and then you can
be compassionate and then understand what some of the outbusts might be, and what some of
their behaviors are about. Listen to them. Again, that mutual respect, I think that’s key. Be
consistent. And it’s hard sometimes to be consistent… Like I told you to stay I.A., and then it’s
the end of the day and you’re tired or you’ve got somebody else to take care of… Like no, you’re
staying I.A. You broke the rules. This is what you gotta do. It’s hard, but it works.
Interview 2:
I interviewed a first grade teacher with twenty years experience. Her current class is composed
of thirteen special needs students. She’s taught inclusive classes in the past, but this is the first
year she’s taught solely special needs.
(May not need this bit, but in reflecting on the interview she thanked me and said it was good for
her to reflect on her philosophies, and the ways she directs management and implements
discipline.)
(Note if questions are bolded they differ from our question list.)
General Classroom Management
-What are your classroom management philosophies?
Students need to know and understand classroom rules as well as the consequences for making
good choices and for making poor choices. I want to clarify that I said “poor” choices rather than
“bad” choices because many students will say that they have been a good boy/girl or a bad
boy/girl. I tell them that they are good boys and girls and that everyone makes poor choices
sometimes. I explain that we have to fix our mistakes/poor choices. Students need to understand
that they are the ones who control their choices. They need to stop and think about whether they
are making a good choice or a poor choice and the consequences of each. I firmly believe
students need consistency. The rules and consequences are the same every day.
-How do you prevent problems from coming up?
I pay attention to the mood of my students. I try to remember when problems came up in the past
and try to avoid any of the triggers for certain students. I will verbally praise students who are
doing what is expected. For example: “Wow! I like the way Sarah is sitting and waited to be
called on before saying her answer. Thank you, Sarah for making good choices.” I also try to
keep problems from coming up by keeping students actively engaged.
-How do you keep students actively engaged in the classroom?
I allow them to help out whenever possible. We do a game where they show me with their
thumbs if they agree (thumbs up) or disagree (thumbs to the side.) I also randomly call on
students. I have their names written on sticks.
-How do you direct your management towards self control versus controlling the students?
I ask them if they think they are making a good choice or a poor choice. If a student says a poor
choice, I ask them what would be a good choice. I want them to take ownership of their choices
and of the consequences- good or bad. I also help my students feel proud when they make a good
choice and when they a poor choice into a good. I allow frustrated students time away from the
group to themselves back together and join us again when they’re ready.
-What techniques do you use to redirect your students?
I use eye contact and hand signals; I will point my finger down when I want a student to sit, or
I’ll say “No, thank you” when they’re doing something they shouldn’t be. I usually tell the
students exactly what I want them to do.
Rewards, Praise, Recognition
You’ve talked quite a lot about giving verbal praise, what are your views on praising
students?
I don’t believe in praising them for every little thing. I praise my students when they truly
deserve it so that it really means something to them.
Do you have a system?
I recognize students who do an outstanding job and work. First, I ask their permission to
tell what they did and/or show what they did. Then, I point out and discuss what makes it
outstanding.
I’ve noticed during my time here that you don’t give rewards like toys or ice cream.
Usually I see the students getting more free time at the end of the day.
Yes, I rarely give extrinsic rewards. Free time at the end of the day works just as
effectively. I want them to feel good inside about their good choices. I don’t do a prize chest
or ice cream tickets like some teachers do. If you get a sticker in my room, it’s a big deal.
Punishment and Discipline
-What is your system for discipline? How do you implement it?
My classroom rules are as follows:
-Keep hands, feet, and other objects to yourself
-Raise your hand to speak
-Do your best and work quietly
-Be kind and polite
-Listen and follow directions
As I’ve said when a student chooses to follow the rules I’ll give them a compliment, praise, and I
might send a positive note home. When a student chooses not to the follow rules, he/she gets a
cap (a bottle cap) that matches the color of the rule he/she chose not to follow as a reminder of
that rule. I have the student practice following that rule at free time. If they continue to not
follow the rule, they get a note sent home. If necessary, I make a phone call.
What do you do when that doesn’t work?
When a student continually chooses not to follow the rules after notes and phone calls home,
he/she will be sent to the principal’s office. But I have rarely ever sent a student to the office. If I
do, it’s usually because of something that puts another student or themselves in danger, like
hitting or kicking.
Do you have modifications for students that have special or different needs?
I do. I use a behavior plan specially designed for the individual needs of the student.
Teacher Involvement & Relationships
- What do you feel are the most important aspects of the teacher-student relationship?
Students need to know and feel that you care about them, want the best for them, and will keep
them safe. They need to know and feel that you believe they can learn and will help them when
needed.
-How do you see your role in yours students’ lives?
I see my role as a teacher and a parent. I feel it is my job to teach them life skills to help them be
a better learner and person they can be. It is also my job to teach them how to be respectful and
what respect is, what manners are and how to use them, and problem solving skills to help them
to be the best person/citizen they can be.
- To what extent do you communicate problems/concerns with parents?
When I feel it’s appropriate. I either send a note, make a phone call, or request a meeting
depending on what my concerns are, and which method would be the most appropriate and
effective.
- What are the biggest challenges in communicating with parents?
The biggest challenges are getting in touch with them, helping them to understand the
concern/problem, what might be a solution, and getting them to follow through on the suggested
solution.
- If you had to choose one piece of wisdom to give new teachers about teacher involvement and
relationships in the classroom, what would it be?
One piece of wisdom I would give new teachers is you need to show respect to get respect, and
remember you are not your students’ friend, but their teacher.
Interview 3:
General Classroom Management
-What are your classroom management philosophies?
I am lucky because I have very well behaved students. In my class we have a routine down
that they follow every day which I think helps. I also make expectations very clear and I
remind them of the expectations very regularly.
-How do you prevent problems from coming up?
I try to keep the kids busy and engaged the whole time they are in my class. I figure if I
keep them busy they won't have time to bug one another. I try to have fun with the kids
and have the kids do fun things in class. Sometimes you have to trick them into learning by
using games or manipulatives or technology.
-How do you keep students actively engaged in the classroom?
I do activities that require 100% participation so there is nobody falling through the
cracks. I also do a lot of checks for understanding that show me who needs more help and
who has mastered something. I try to encourage them to help one another too because there
is only one of me and a bunch of them. It works out well because I have some students that
know more English than others so they are both getting practice and help without realizing
it.
-How do you direct your management towards self control versus controlling the students?
I am famous for pointing out the things I should not have to tell my students constantly.
Sometimes they get so caught up in their own lives that they don't do the things they should
be doing. Sometimes it is as simple as calling their name but other times you literally have
to model what you need them to be doing. It can be exhausting!
-What techniques do you use to redirect your students?
Some kids need more prompting than others. The easily distracted ones I try to sit near
where I am going to be teaching most of the time so I can easily tap their desk or say their
name to get their attention.
Rewards, Praise, Recognition
-How often do you praise your students?
I praise them constantly. School is so hard for them so I like to let them know when they
are doing a good job so they don’t get discouraged. I also call home a lot when they do well
because the parents are great about support the kids in school.
-Do you have a system for praising and/or rewarding student behavior?
Nothing in particular.
-If so, can you elaborate?
-Do you find the system works better for some students compared to others?
Everything works better for some students than it does for others. Every kid is so different
it is difficult to meet everyone's needs all the time.
Punishment and Discipline
-What is your system for discipline? How do you implement it?
I am probably more lax than I should be but I have very well behaved kids. I tell them not
to do anything they wouldn’t do if I was watching. We also make a poster in the beginning
of the year that has all the rules we agree on and we all sign it. I try to encourage them to
hold one another accountable because there is no way for me to see and address everything
that goes on.
-Do you find this is more effective with some students over others?
Some kids are motivated by learning, or rewards or other things. I try to incorporate a
little of everything to reach all the different kids. I make a lot of phone calls home for good
things, and I always try to make a big deal when someone is working hard.
-Do you have levels of discipline? If yes, how do you distinguish which level to use on which
students? Does it differ depending on the student?
Yes there is a matrix at my school that is based upon the school wide expectations.
Different behaviors require different types of referrals and then the discipline is according
to that.
-Is your system different for students with special or behavioral needs?
They say the expectations are supposed to be the same but I think we try to keep things
into perspective when they have a lot going on. I think our administration tries to address
each issue individually and match the consequence to the behavior.
Teacher Involvement & Relationships
- What do you feel are the most important aspects of the teacher-student relationship?
They have to know that you care about them. If they think you don’t care they wont care. I
do home visits and regularly talk to their parents to keep communication open and show
the kids that they are important to me. Holding them accountable too is important because
sometimes it is easy for my students to fall through the cracks.
-How do you see your role in yours students’ lives?
I am probably more important to my students than the average high school teacher is. We
spend a lot of time together so we have very strong relationships and a lot of the time I am
the only person that can help them the way they need to be helped. I wish more teachers
would get to know my students because they are great kids and the students and teachers
would benefit.
- To what extent do you communicate problems/concerns with parents?
ALL. THE. TIME. There are so many parents that have no idea what goes on at school
unless you tell them. Especially at the high school level, students dont really share whats
going on unless they are forced to. All my parents have multiple ways to contact me as well
in case they ever need me, it is a two way street.
- What are the biggest challenges in communicating with parents?
The language barrier, finding working numbers and difference in cultures are all
challenges but if you want to get a hold of them bad enough you will find a way.
- If you had to choose one piece of wisdom to give new teachers about teacher involvement
and relationships in the classroom, what would it be?
The better your relationships are with your students the better off all of you will be.
Sometimes in the beginning of the year I take a week just to get to know them and they can
get to know me. It is so important because the rest of the year will go smoother if you “get”
each other.
interview 4:
General Classroom Management
-What are your classroom management philosophies?
Effective and efficient student management requires good rules and regulation. Rules and
regulations vary from one tutor to another, and also according to classrooms. To me, the most
effective student management entails defining, and implementing reasonable rules and
regulations. I believe rules and regulations should not be imposed on the student, but he or
she should be made to understand that there is a need for there to be rules and regulations
and that he or she should accept them.
-How to do prevent problems from coming up?
I prevent problems by setting up the classroom in a manner that supports effective and
efficient classroom management. Enlightening the students with social and problem-solving
skills, this way they can handle themselves in social situations and respond to situations
through thinking of options, the consequences, and ultimately the solution to these situations.
-How do you keep students actively engaged in the classroom?
First and foremost, involve the students in designing the rules and regulations to be followed.
Engaging in group discussions to compromise with students and the teacher should have the
final word in the argument. Participating in both control and involvement through being
authoritative by involving and controlling the students.
-How do you direct your management towards self-control versus controlling the students?
I enhance self-control within the classroom through engaging the students in taking
responsibility for their classrooms and teaching the language of self-responsibility to allow
them to express themselves and get help when they need it. Educating the students with selfmonitoring abilities so that they can also observe themselves in regards to their behavior,
compare and observe how it contributes to their success.
-What techniques do you use to redirect your students?
I establish rules and regulations that may result from the physical set or routine of the school,
and also against specific types of misbehavior such as theft, bullying, and harassment. Also, I
encourage student success through familiarizing with them and soliciting support from the
parents. I avoid yelling at the student for effective communication and not publicly
humiliating him or her.
Rewards, Praise, Recognition
-How often do you praise your students?
Often, I believe students need to be praised for good work or appropriate behavior. However,
they should not be praised so much that he or she feels more superior to other students or
others feel less important in the classroom. There has to be controlled in the manner in which
students are to be praised in a school.
-Do you have a system for praising and rewarding student behavior?
Yes, rewarding students for positive behavior and cessation of negative behavior.
-If so, can you elaborate?
Learning involves making mistakes. Effective teaching involves knowing when to reward a
student appropriately because they are in school to learn
-Do you find the system works better for some students compared to others?
No, it doesn’t. Some students do not seem to value rewards, so they do not make any effort to
improve.
Punishment and Discipline
-What is your system for discipline? How do you implement it?
My system is consequences of student’s action that lead to punishment. No inappropriate
behavior goes unpunished. Inappropriate behavior leads to negative consequences and the
student, in this case, should be punished.
As I had said, I engage them in setting rules and I put them in writing on the class board. In
case, any students go against the rules the class decides on the punishment. It is easier that
way.
-Do you find this is more effective with some students over others?
Not all students are the same, and thus not all methods of punishment will prove to be
favorable to all the students in a classroom. The teacher should, therefore, be able to
understand all the student in his or her classroom to determine the perfect methods of
punishing students.
-Do you have levels of discipline? If yes, how do you distinguish which level to use on which
students? Does it differ depending on the student?
Yes, there are different levels of discipline. Students engage in misbehavior mainly for four
reasons. To get attention from other students, to seek revenge on other students or teachers
actions, to avoid failing and to be more superior to others. Just as there are different levels of
indiscipline, there are also different types of student punishment. Students get punished
through detention after class hours, contacting their parents, revoking them specific privileges
they enjoy in school, suspension from school, or referral to higher authorities such as the
principal.
-Is your system different for students with special or behavioral needs?
No, all students are treated equally considering the level of misbehavior. However, when
determining the degree of indiscipline, the inabilities of the student is taken into
considerations when making judgments.
Teacher Involvement & Relationships
- What do you feel are the most critical aspects of the teacher-student relationship?
The two most important aspects of a teacher-student relationship are rules and regulations,
and the disciplinary interventions within the classroom.
-How do you see your role in yours students’ lives?
My goal is to provide the best education to all the students are in my classroom, because
having someone else’s child in your hands is a responsibility given to us for a good portion of
the day. It is a massive responsibility upon which I must deliver.
- To what extent do you communicate problems/concerns with parents?
There is information that the students’ parents deserve to know and there are some that
remain between the student and the teacher. Based on the parent-student relationship the
teacher can decide to communicate the problems with the students.
- What are the most significant challenges in communicating with parents?
Parents do not always have the same opinion as for the teachers on their children, and this
leads to a conflict of understanding. Communicating with parents with a different view of
their child is difficult. Teachers are all different and so are parents and convincing parents of
student’s behavior sometimes isn’t easy.
- If you had to choose one piece of wisdom to give new teachers about teacher involvement
and relationships in the classroom, what would it be?
It is vital to build a good communication network with the student and to maintain dominance
over the student. Let the student know that you are the person in control of the classroom
affairs and that you are willing to lead them.
Purchase answer to see full
attachment