Understanding the perspectives of Early Years Primary teachers upon classroom management techniques

Abstract

The aim of this dissertation is to have a better knowledge of the different classroom management techniques used in the early years primary setting in Malta. For this to be pointed out clearly, the following two research questions were set: “What are the teachers’ perspectives upon classroom management in the early primary setting?”, and “What are the approaches used by early years teachers in primary with regards to classroom management techniques?”. Consequently, the teachers' perceptions were taken into consideration when reviewing the pedagogical strategies. Hence, through the teachers' insights the researchers were able to understand better which pedagogical strategies are used in their classrooms and why these are important and useful for their classroom environment. This study was conducted through a qualitative methodological approach hence, semi-structured interviews were used by the researchers. Through these interviews the researchers recognized why certain strategies are preferred and implemented by some teachers and not by others. The researchers looked into the rules and strategies implemented in classrooms, the physical environment, the relationships between the teachers and the children as well as their parents. Moreover, the teachers’ personal skills and experiences were noted.