Classroom disruptions. Preventive and reactive measures compared between theory and practice (eBook, PDF) - Gonszcz, Matthias
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Examination Thesis from the year 2012 in the subject Didactics - Common Didactics, Educational Objectives, Methods, grade: 1,0, Sport Academy Cologne, language: English, abstract: A comprehensive work on the topic of classroom disruption, specifically the preventive and reactive strategies discussed in the current literature, presented in the theoretical section and examined in the practical section of the work for their effectiveness and use in the classroom. Classroom management is given significant attention. Objective of the work: The situation described above raises the question of how…mehr

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Examination Thesis from the year 2012 in the subject Didactics - Common Didactics, Educational Objectives, Methods, grade: 1,0, Sport Academy Cologne, language: English, abstract: A comprehensive work on the topic of classroom disruption, specifically the preventive and reactive strategies discussed in the current literature, presented in the theoretical section and examined in the practical section of the work for their effectiveness and use in the classroom. Classroom management is given significant attention. Objective of the work: The situation described above raises the question of how theory and practice currently compare with regard to dealing with classroom disruptions. What is the distribution of preventive and reactive measures in practice? Which strategies do teachers actually resort to, and how do they evaluate their effectiveness? This theoretical and empirical study aims to answer these and other related questions and to create a comparison between theory and practice. Research questions: I. How many of the strategies discussed in the current literature are teachers aware of? II. Do teachers increase or decrease their repertoire of measures as they gain professional experience? III. Which of the strategies known to teachers from the current literature are actually used? a. What is the distribution of preventive and reactive measures in practice? b. What are the most common strategies? IV. How do teachers rate the effectiveness of the strategies used? a. What do teachers think of preventive measures? b. What are the reasons for possibly low use of preventive measures in school? V. How did they come up with these strategies? VI. What is the proportion of unconsciously used versus consciously used strategies? Objectives: - To elaborate on the preventive and reactive measures discussed in the literature. - Highlight the importance of preventive measures versus reactive ones - To determine whether the measures brought forth in the more current literature have been adopted in practice - Identify which strategies are known and which are being used. - Identify which strategies are most commonly used in the school setting. - Determine the extent to which classroom disruptions are managed unconsciously. - To determine the teachers' points of view regarding the different measures, especially the preventive ones. - Comparison of theory and practice