Date of Award

5-2014

Document Type

Action Research Project

Degree Name

Master of Arts in Education

Department

Education, Montessori

First Advisor

Nicole Wilcox

Department/School

Montessori Elementary Education, Montessori Early Childhood

Abstract

Abstract This study was initiated to determine the effects of relationship-driven classroom management on positive behaviors in the lower elementary classroom. The research was conducted in a rural public Montessori school. Students were carefully observed to determine behavioral norms. Next, they were invited to participate in a survey to establish their current perception of positive relationships within their school and particularly with myself as a guide. Subsequently, I conducted a family survey, recorded daily observation of positive behaviors, and collected samples of student work during the research period. Finally, I re-administered the students survey to determine if they believed their relationships had improved. Although the test period was short, there was a noticeable improvement in positive behavior in the classroom. I observed a reduction in off task behaviors, an increase in independent work, and an improvement in both the quantity and quality of follow-up work students produced. I anticipate the ongoing practice of relationship-driven classroom management strategies will continue to reduce misbehavior and create a more peaceful classroom. In the future, I will focus on preventative rather that reactive management. I will also be conscious to notice the positive. It is clear that a peaceful and positive environment increases productivity, learning, and feelings of success. This research empowered me to always look more deeply for the why behind the what.

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