Teachers’ reflections on effectively managing their classroom: a discussion of how two experienced science teachers examined their classroom management practices

Abstract

This multiple-case study examined two experienced science teachers’ reflections on their classroom management practice. Specifically, this study examined what factors the participants believed influenced their classroom management approach and how they define their current classroom management approach. Data collected were interviews, journal entries, informal conversations and member checks. Microanalysis was used to analyze the data and cross-case analysis was used to look for similarities and differences between the cases. Participants identified two themes, axial and peripheral responsibilities, and corresponding sub-themes, which influenced their classroom management. They defined their management approach according to a continuum of classroom management approaches ranging from student to teacher-centered. The participants had similar goals with regard to their science classroom yet implemented classroom management in different ways. This study illustrates implications for future research on the factors influencing classroom management.

Keywords:

• reflection
• reflective practice
• science teachers
• classroom management
• case study