A Case Study on the Establishment of Classroom Rules and Procedures by 3thand 5th Grade Elementary SchoolTeachers at the Beginning of the School Year --Two Examples of Taipei City Elementary Homeroom Teachers

• Main Author: 葉曙江
• Other Authors: 方志華
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/05541085462726627501

碩士 === 臺北市立教育大學 === 課程與教學研究所課程與教學碩士學位班 === 99 === This study mainly investigated on the establishment of classroom rules and procedures by 3th and 5th grade elementary school homeroom teachers at the beginning of the school year. This study involves how teachers developed and teached classroom rules and procedures, the teachers’ concept of classroom management, and the management strategy for students of different sex. This research adopts the case study method. The subjects are two teachers and their classes of public elementary school of Taipei City. The female teacher teaches third- grade class and the male teacher teaches fifth-grade class. Observation of these two elementary school teachers started from the first day of the school year and lasted for seven days. The findings of this study are summarized as followings: 1.The items of classroom procedures of third-grade class are more than the fifth grade class. The classroom procedures of third-grade specify the student behavior during intervening class period and interaction routines. 2.The classroom rules meet the needs of students. The classroom rules of third-grade emphasize essential moral attitudes and classroom life. The classroom rules of fifth-grade stress on the teacher’s expectations for students’ behavior and higher-level moral attitudes. 3.Both teachers have the authority to decide the classroom rules and procedures. 4.Both teachers use three types of control measures(preventive, supportative, corrective)to affect pupil behavior. At the beginning of the school year, both teachers use preventive measures frequently to minimize the onset of the disciplinary problems .Then the teachers utilize supportative and corrective control measures to handle students’ behavior problems. 5.Compare with fifth-grade students, third- grade students obey their teacher. 6. Both teachers are interventionists. The goal of classroom rules and procedures is helping students learn to control their behaviors by themselves, without teacher's supervision. 7.Intervention measure has immediate effect on classroom disciplinary problems. 8. Both teachers emphasize the importance of gender equality. For the differences of sex, they adjust slightly the treatments for male and female students.