Date of Graduation

5-2017

Document Type

Thesis

Degree Name

Bachelor of Science Education

Degree Level

Undergraduate

Department

Curriculum and Instruction

Advisor/Mentor

Imbeau, Marcia B.

Committee Member/Reader

Owen, Donna

Committee Member/Second Reader

Crowe, Tracey

Abstract

This study explored elementary educators’ perceptions of Conscious Discipline as it is implemented in the classroom as a management technique. To gather data, the researcher created a survey that asked about the demographics in the schools, how the teachers view Conscious Discipline, and the teachers’ opinions on the Conscious Discipline program as it relates to management in the classroom. The survey was shared via email with a link embedded. The participants consisted of twelve teachers from one Northwest Arkansas school district who taught Preschool through fifth grade in a general education classroom, as well as school counselors and administration such as principals and assistant principals. Most participants had between five and seven total hours of Conscious Discipline training and had attended training within the last five years. The participants’ schools were mostly located in suburban areas, with high populations of English Language Learners (ELLs). Their teaching experience ranged from first-year teachers to veteran teachers with thirty-two years of experience. Most participants had between one and fifteen years of experience. Once the data from the survey was collected, each question was analyzed for recurring patterns and themes among the participants’ responses. The analysis indicated most educators feel that Conscious Discipline is an effective management technique which teaches students the value of self-regulation. They also indicated the Conscious Discipline management techniques are not difficult to implement and are a vital part of the classroom interaction with students. These findings support the effectiveness of Conscious Discipline as a classroom management strategy.

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