Reflecting from the Start: Encouraging Classroom Management Awareness

Open Access
Berezo, Nicole Leigh
Area of Honors:
Childhood and Early Adolescent Education
Bachelor of Science
Document Type:
Thesis Supervisors:
  • Rayne Audrey Sperling, Thesis Supervisor
  • Carla Zembal Saul, Honors Advisor
  • classroom management
  • pre-service student teachers
  • pre-service teaching
  • reflection
Classroom management is a well-documented concern for both pre-service and veteran teachers (Oral, 2012). In order to ease my transition into the reflective-practitioner role, in this thesis I present the Classroom Management Awareness Questionnaire (CMAQ). The CMAQ, organized into three categories (a) environmental management, (b) behavioral management, and (c) instructional management, serves as a support mechanism to prompt reflective practice. Within each category of the CMAQ are reflective questions developed from management issues identified from the research literature and reported by veteran teachers based upon their experiences in a K-4 elementary school in central Pennsylvania.