The Respect Circle: Ten Teachers, One Classroom Management Model

Abstract

In this qualitative investigation, the researcher examined the experiences of 10 teachers as they implemented a classroom management model called the Respect Circle. Through interviews and journal entries, the writer sought to understand how the participating teachers developed their classroom management practice, using the Respect Circle as a reference point. Data collection occurred over a 10-week period from October to December. The findings of this study demonstrate the multifaceted and complex nature of classroom management. Participants identified relationships with their students as the premier factor in establishing classroom management. Additionally, pro action, professional reflection, adaptability, and consistency figured prominently in the classroom management approaches taken by the participating teachers. Utilizing the experiences and suggestions of the participants as a springboard, the Respect Circle model was revised. The findings underline areas of concern regarding classroom management and suggest that teachers want a respectful, structured yet flexible model upon which to base their classroom management. Suggestions for teachers, new and experienced; school administrators; and developers of classroom management courses are provided.