| Summary: | 碩士 === 國立臺南大學 === 教育學系課程與教學碩士班 === 97 === The main purpose of this study is to explore classroom management implications, strategies and application on a first grade teacher in the elementary school. During the process, researcher analyzed the potential problems and tried to find solutions. The results of this study revealed methods of improving teachers’ classroom management skills and providing students with better classroom experiences.
The research samples were students in the researcher’s classroom. A semester’s action research was conducted. After exploring literatures on classroom management strategies and observing classroom problems, the researcher offered some practical strategies to solve the classroom problems. Data were collected and analyzed by on-site observation, video recording, voice recording, anecdotal records, researcher’s reflective journal, archives of students and parents, interviews, and the outcomes of questionnaires on the classroom management strategies. Furthermore, these data helped to examine the practical effectiveness of the classroom management strategies. From literatures, interviews, research findings, and discussions, the results were concluded as followed:
1. Administrative management in the classroom: Establishing classroom goals, classroom schedules, classroom portfolios and student-supervisor systems helped to increase the efficiency of a classroom.
2. Teaching strategy management in the classroom: Teaching students by using diversified methods in accordance with their aptitude and abilities; attending to students’ misbehaviors duly; incorporating both summative and formative evaluations helped to improve the teaching quality of a teacher.
3. Routine management in the classroom: Establishing, teaching, carrying out and sustaining the classroom rules helped to maintain students’ behaviors and classroom order.
4. Environment management in the classroom: Arranging, planning and enriching the classroom surroundings helped to carry out classroom management strategies properly.
5. Atmosphere management in the classroom: Attending to students’ needs, fostering students’ positive personalities, creating teacher-student interaction opportunities and treating students’ equally without discrimination helped to construct anxiety free classroom.
6. Parent-teacher relationship management: Constructing multiple channels of communication, utilizing parental resources and organizing PTA helped to enhance and promote positive interaction between parents and teachers.
The data of this study revealed beneficial suggestions for on-site teachers. In the future, the findings may also inspire more researchers to conduct related researches and help on-site teachers to improve their classroom management skills consequently.
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