Keywords

classroom management, middle grades, special education, general education, focus group interviews

Abstract

Disruptive student behavior is a significant challenge in schools and a predictor of student failure. Effective classroom management is a crucial skill that middle level teachers must acquire to foster student engagement and learning. This qualitative study explored the experiences and perceptions of 35 middle level teachers in both general education and special education settings regarding effective classroom management techniques. Eight focus group interviews were conducted with 25 general education teachers and 10 special education teachers at one of five middle schools in Kansas, Missouri, or Utah. Focus group transcripts were analyzed using iterative qualitative content analysis to identify themes and subthemes. Findings revealed that effective classroom management includes teachers’ use of appropriate positive and negative reinforcement, student buy-in to reward systems, positive immediate feedback to students, teachers’ consistent follow-through with consequences, and positive teacher-student relationships. We also report similarities and differences between middle level general education and special education teachers’ perceptions. Limitations and areas for future research are addressed.

Original Publication Citation

Gunersel, A. B., Mason, B. A., Wills, H. P., Caldarella, P., & Williams, L. (2023). Effective classroom management in middle level schools: A qualitative study of teacher perceptions. Research in Middle Level Education Online, 46(8), 1-13. https://doi.org/10.1080/19404476.2023.2252714

Document Type

Peer-Reviewed Article

Publication Date

2023

Publisher

Research in Middle Level Education

Language

English

College

David O. McKay School of Education

Department

Center for the Improvement of Teacher Education and Schooling

University Standing at Time of Publication

Full Professor

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