Pas, Elise T; Cash, Anne H; O'Brennan, Lindsey; Debnam, Katrina J; Bradshaw, Catherine P
Although there has been considerable attention to the issue of classroom management and processes in educational reform models, there has been relatively limited research on these factors in high schools. The current study utilized observational data from 1262 classrooms in 52 high schools to examine teacher classroom management strategies and ratings of student compliance, engagement, and social disruption. Latent profile analysis (LPA) was conducted to examine specific patterns of classroom-wide student behavior in relation to teachers' use of classroom management strategies and classroom composition. The LPA revealed three distinct classroom behavioral profiles where students consistently met behavioral expectations (71%), inconsistently met expectations (23%), and were noncompliant (6%). Analyses indicated a functional association between patterns of student behavior and teachers' classroom management. In classrooms where students consistently met expectations, teachers provided more opportunities to respond and less disapproval and reactive behavioral management. Classrooms with noncompliant students had teachers who used the most disapproval and reactive behavior management. In addition, classrooms characterized as consistent had fewer males and more White students than classrooms characterized by inconsistent and noncompliant behaviors. These findings highlight the link between student patterns of behavior and teacher classroom management and have important implications for screening and professional development.
In the practical teaching process, the teacher is not only a guide to teach students how to learn but also take a role as a classroom manager. A good classroom manager could give a lot of benefits for students. Approaches to behavior and classroom management focuses on helping teachers to use a variety of approaches in behavior and classroom management in order to make good decisions when they face with the challenge of creating positive classroom communities, to create a positive classroom atmosphere, to improve the teaching competences of teachers and to update the concept of classroom management constantly.
Ille, Sister Janiece; Bezzi, D. R.
The emphasis of this research report was on modification of classroom behavior. After a brief introduction, the two main learning theories of Gestalt-field psychology and stimulus-response association were investigated. The importance of the individual in modifying his own behavior was stressed in Gestalt-field psychology. The importance of…
Gilpatrick, Robin Sue Holzworth
This mixed method project study identified the need for effective classroom management strategies to dissuade student noncompliant behavior and to ensure academic success for all students. Enhancing classroom management practices is vital to improved student achievement and teacher self-efficacy. Within a constructivist framework, it is critical…
In today's heterogeneous classrooms, one-method-fits-all-students behavior management approaches are ineffective and often harmful. To succeed with all of their students, teachers should determine whether students have emotional disorders, conduct/behavior disorders, robust male-typical behavior patterns, culturally influenced behavior, learning…
Council for Exceptional Children, Reston, VA.
This digest of information on classroom techniques for managing students with behavior problems highlights ways to prevent misbehavior; establish rules; increase student motivation for academic tasks; establish token economies; decrease unwanted behavior; evaluate the role of punishment; use timeout, extinction, or response cost; use group…
Victor, Kelly Rae
Every educator has a dream to maintain a classroom free from disruptions; one in which each child is being molded, shaped, and corrected in a loving and caring environment that inspires appropriate behavior. The purpose of this research project was to determine how to create an effective behavior management plan and effectively teach classroom…
Sucuoglu, Bulbin; Akalin, Selma; Sazak-Pinar, Elif
The purpose of this study was to determine whether the behaviors of the students with disabilities placed in general education classrooms differed according to the classroom management level of the teachers. The classroom management strategies of the 44 teachers were assessed by using The Proactive Classroom Management Observation Form. The…
Only a few studies have focused on how teachers deal with mistakes in actual classroom settings. Teachers' error management behavior was analyzed based on data obtained from direct (Study 1) and videotaped systematic observation (Study 2), and students' self-reports. In Study 3 associations between students' and teachers' attitudes towards…
Oliver, Regina M.; Wehby, Joseph H.; Reschly, Daniel J.
Despite the large research base grounded in behavioral theory for strategies to increase appropriate behavior and prevent or decrease inappropriate behavior in the classroom, a systematic review of multi-component universal classroom management research is necessary to establish the effects of teachers' universal classroom management approaches.…
Watson, Tiffany L; Skinner, Christopher H; Skinner, Amy L; Cazzell, Samantha; Aspiranti, Kathleen B; Moore, Tara; Coleman, MariBeth
Evidence suggests that installing a classroom management system known as the Color Wheel reduced inappropriate behaviors and increased on-task behavior in second- and fourth-grade classrooms; however, no systematic studies of the Color Wheel had been disseminated targeting pre-school or kindergarten participants. To enhance our understanding of the Color Wheel System (CWS) as a prevention system, a multiple-baseline design was used to evaluate the effects of the Color Wheel on inappropriate vocalizations (IVs) in three general education kindergarten classrooms. Partial-interval time-sampling was used to record classwide IVs, which were operationally defined as any comment or vocal noise that was not solicited by the teacher. Time series graphs and effect size calculations suggest that the CWS caused immediate, large, and sustained decreases in IVs across the three classrooms. Teacher acceptability and interview data also supported the CWS. Implications related to prevention are discussed and directions for future research are provided.
Garwood, Justin D.; Vernon-Feagans, Lynne
Many children with behavior problems perform poorly academically and can disrupt regular classroom instruction. Although good classroom management strategies can benefit children with behavior problems, it is not clear whether these students need consistently good classroom management across the early elementary school years to improve their…
McGoey, Kara E.; Schneider, Dana L.; Rezzetano, Kristin M.; Prodan, Tana; Tankersley, Melody
The authors present an investigation of a classwide intervention to reduce disruptive behavior in a kindergarten classroom. Participants included children in 3 kindergarten classrooms and their teachers in an at-risk school district in Northeast Ohio. On the basis of student behaviors and teacher goals, the authors chose the Good Behavior Game…
Hansen, William B; Bishop, Dana C; Jackson-Newsom, Julia
Classroom behavior management interventions have been used successfully with drug prevention programs to prevent subsequent antisocial behavior and substance use among youth. This article presents results from implementation of the All Stars Challenge, a classroom-based behavior management component to a drug prevention program for fifth graders. Risk ratings for shyness and lack of awareness of social norms among high-risk students who received the All Stars Challenge were reduced compared with fifth graders who did not receive the intervention. In contrast, physical and social aggressivity among low-risk students who received the program increased when compared to similar control students.
Marlowe, Mike; Disney, Gayle
Torey Hayden's portrayal of classroom behavior management in her teacher lore, autobiographical writings about teaching children with emotional and behavioral disorders, is examined. Five of her books were sampled: "One child", "Somebody else's kids", "Just another kid", "Ghost girl" and "Beautiful child". Each of these books unfolds within the…
Every day in K-12 classrooms across the country, teachers are struggling to keep their students focused and on task during instructional time. There are hundreds of theories floating around about how to manage a classroom effectively, but nothing is as simple or as effective in engaging students as the physical presence of the teacher (Brophy,…
Skiba, Russ; Ormiston, Heather; Martinez, Sylvia; Cummings, Jack
Psychological science has identified positive classroom management and climate building strategies as a key element in developing and maintaining effective learning environments. In this article, we review the literature that has identified effective strategies that build classroom climates to maximize student learning and minimize disruption. In…
Reinke, Wendy M.; Stormont, Melissa; Herman, Keith C.; Wang, Ze; Newcomer, Lori; King, Kathleen
Even with the use of effective universal classroom management practices, some students will need additional behavioral supports. However, to translate implementation of new strategies into the classroom, professional development programs need to be adaptive to the complexities teachers face in providing instruction and managing classroom behaviors…
Oliver, Regina M.; Reschly, Daniel J.
Special education teachers' skills with classroom organization and behavior management affect the emergence and persistence of behavior problems as well as the success of inclusive practice for students with emotional and behavioral disorders (EBD). Adequate special education teacher preparation and strong classroom organization and behavior…
This paper is aiming to discover the paths that enable teachers to manage their work with students in the classroom. To be an efficient teacher means to know with what and how to motivate students to learn. Teacher as an efficient classroom manager needs to have skills to plan and prepare the education process, know how to organize the teaching and how to guide the class. An efficient teacher moreover needs o establish positive classroom climate and working discipline. Also, teacher should be...
Marlowe, Mike; Disney, Gayle; Wilson, Kayce Jo
Torey Hayden's style of classroom management in her nonfiction book "One Child" was examined. "One Child" unfolds within the space of a special education classroom for children with severe behavioral impairments and focuses on Sheila, a troubled 6-year-old, who has tied a 3-year-old boy to a tree and critically burned him. Each technique Hayden…
Jasmina Delceva – Dizdarevik
Full Text Available This paper is aiming to discover the paths that enable teachers to manage their work with students in the classroom. To be an efficient teacher means to know with what and how to motivate students to learn. Teacher as an efficient classroom manager needs to have skills to plan and prepare the education process, know how to organize the teaching and how to guide the class. An efficient teacher moreover needs o establish positive classroom climate and working discipline. Also, teacher should be able to evaluate the progress of the students and self-evaluate his own work.In order to examine classroom management skills of teachers in Republic of Macedonia, a research has been made for teachers in primary schools in Republic of Macedonia. Instruments which will be used in order to complete the research and analyses are the following: questionnaire for teachers and educational policy analyses in our country in order to discover whether there is concrete strategy for promotion and implementation of classroom management on local and national level.Analyses of results show that there is a deficit of classroom management skills among teachers, which is due moreover to some lapses in initial education of teachers.
Jolivette, Kristine; Steed, Elizabeth A.
Many preschool, Head Start, and kindergarten educators of young children express concern about the number of children who exhibit frequent challenging behaviors and report that managing these behaviors is difficult within these classrooms. This article describes research-based strategies with practical applications that can be used as part of…
Petosa, R; Oldfield, D
Intervention studies have demonstrated the benefit of stress management techniques on health-related variables among school-age children. It was hypothesized that teaching elementary school children stress management skills would promote appropriate classroom study behavior by enhancing student ability to attend to teacher assigned tasks. This pilot study supports the contention that stress management skills can increase classroom "on-task" behavior.
Funk, Kristin M.
The American Psychological Association (APA) conducted the online 2005-2006 Teacher Needs Survey wherein 52% of first year teachers, 28% of teachers with two to five years of experience, and 26% of teachers with 6 to 10 years experience ranked classroom management as their greatest need. Difficulty managing student behaviors leads to higher stress…
Hutchings, Judy; Martin-Forbes, Pam; Daley, David; Williams, Margiad Elen
This randomized controlled trial (RCT) evaluated the efficacy of the Incredible Years (IY) Teacher Classroom Management (TCM; Webster-Stratton & Reid, 2002) program to assess whether training teachers in IY-TCM principles improve teacher behavior, whether any observed improvements impact pupil behavior classroom-wide, and whether these effects can be demonstrated with children at risk of developing conduct problems. Six intervention and six control classrooms comprising 12 teachers and 107 children (aged 3 to 7years) were recruited. Children were screened for high or low behavior problems using the cut-off points of the teacher-rated Strengths and Difficulties Questionnaire (Goodman, 1997). The primary outcome measure was independent classroom observations using the Teacher-Pupil Observation Tool (Martin et al., 2010). Multilevel modeling analyses were conducted to examine the effect of the intervention on teacher, classroom, and child behavior. Results showed a significant reduction in classroom off-task behavior (d=0.53), teacher negatives to target children (d=0.36), target child negatives towards the teacher (d=0.42), and target child off-task behavior (d=0.48). These preliminary results demonstrate the potential impact of IY-TCM on both teacher and child behavior.
During the last decade, the number of children diagnosed with Autism Spectrum Disorders (ASD) has increased and more and more children with ASD are educated in inclusive classrooms. Although their inclusion can have several benefits, teachers face some challenges. The main reason is these students’ problem behavior or lack of a desirable behavior. The aim of this systematic literature review was to analyze interventions for behavior management of students with ASD, since the ratification of S...
Tiano, Jennifer D.; Fortson, Beverly L.; McNeil, Cheryl B.; Humphreys, Lisa A.
The efficacy of three behavior management techniques used in a Head Start classroom was examined. The three techniques included: (a) techniques currently used by the teacher, (b) response cost, and (c) the Level System (token economy). The current study used an ABACA single subject withdrawal design with follow-up where all conditions were…
Nie, Youyan; Lau, Shun
This study examined how classroom management practices--care and behavioral control--were differentially associated with students' engagement, misbehavior, and satisfaction with school, using a large representative sample of 3196 Grade 9 students from 117 classes in Singapore. Results of hierarchical linear modeling showed differential relations.…
Korpershoek, Hanke; Harms, Truus; de Boer, Hester; van Kuijk, Mechteld; Doolaard, Simone
This meta-analysis examined which classroom management strategies and programs enhanced students’ academic, behavioral, social-emotional, and motivational outcomes in primary education. The analysis included 54 random and nonrandom controlled intervention studies published in the past decade (2003–2
Korpershoek, Hanke; Harms, Truus; de Boer, Hester; van Kuijk, Mechteld; Doolaard, Simone
This meta-analysis examined which classroom management strategies and programs enhanced students' academic, behavioral, social-emotional, and motivational outcomes in primary education. The analysis included 54 random and nonrandom controlled intervention studies published in the past decade (2003-2013). Results showed small but significant…
Garland, Dennis; Garland, Krista Vince; Vasquez, Eleazar, III
Education students at a large research university participated in internships during their final semesters as part of their respective programs of study as a capstone experience. Qualitative and quantitative methods were used to collect data on the perceptions of interns' readiness and knowledge of evidence-based practices to manage classroom…
Gulcan, Murat Gurkan
Teachers' classroom management approach varies depending on several factors such as the social, psychological, cultural and educational status of the student, classroom level, the physical conditions of the school, organization structure. There are different approaches in classroom management. These approaches are gathered under three headings in…
Pace, Rolanda T; Boykins, Anita D; Davis, Sheila P
The aims of this project were to determine teachers' self-efficacy levels at baseline and after participating in a proactive classroom management model intervention. Teachers (N = 26) were recruited from a rural middle school in a south central state. Data required for analysis were drawn from the Teachers' Sense of Efficacy Scale (long form). A statistically significant difference (t = 7.68, p classroom management training for teachers as well as the need for psychiatric and mental health nurse consultants within the school system. Teacher classroom management strategies should also include appropriate response to individual student's needs, effective communication, and insight regarding the behaviors of students from diverse backgrounds.
Stainback, William; And Others
Specific suggestions to help teachers structure the classroom to prevent disruptive behaviors are offered in the areas of physical arrangement and "traffic rules" time management, assignments, grouping practices, classroom atmosphere, and professional demeanor. (DB)
Holt, Chuck; Hargrove, Pauline; Harris, Sandra
The purpose of this study was to investigate the life experiences and beliefs of highly effective teachers exhibiting effective classroom management. This study explores the beliefs, background, and experiences of exemplary teachers in the area of classroom management. The goal of this study was to develop a deeper understanding of how individuals…
Shin, Sunwoo; Koh, Myung-sook
The purpose of this cross-cultural study is to investigate comparative students' problem behaviors and classroom behavior management strategies for students in urban public schools between teachers in the United States and Korea. This study incorporated data collected from two different teacher self-reported survey questionnaires, the Student…
McClowry, Sandra Graham; Snow, David L.; Tamis-LeMonda, Catherine S.; Rodriguez, Eileen T.
A prevention trial tested the efficacy of "INSIGHTS into Children's Temperament" as compared to a Read Aloud attention control condition in reducing student disruptive behavior and enhancing student competence and teacher classroom management. Participants included 116 first and second grade students, their parents, and their 42 teachers…
Reddy, Linda A.; Dudek, Christopher M.
In the era of teacher evaluation and effectiveness, assessment tools that identify and monitor educators' instruction and behavioral management practices are in high demand. The Classroom Strategies Scale (CSS) Observer Form is a multidimensional teacher progress monitoring tool designed to assess teachers' usage of instructional and behavioral…
Lopes, Paulo N.; Mestre, Jose M.; Guil, Rocio; Kremenitzer, Janet Pickard; Salovey, Peter
Students' ability to evaluate emotionally challenging situations and identify effective strategies for managing emotions in themselves and others was negatively related to poor classroom social behavior across three studies. These studies, involving 463 students from two Spanish high schools and one American university, examined indicators of…
Bryan Lloyd McCoy
Full Text Available
This article presents a discussion of connections between middle level concepts of teaching and learning and managing a classroom through creating opportunities for active and engaged learning. The article argues and concludes that classroom management is more about managing learning than managing behavior and that one effective way to manage student behavior is to create an environment where students continuously engage in active learning (Haydon, Borders, Embury, & Clarke, 2009.
Bryan Lloyd McCoy
Full Text Available This article presents a discussion of connections between middle level concepts of teaching and learning and managing a classroom through creating opportunities for active and engaged learning. The article argues and concludes that classroom management is more about managing learning than managing behavior and that one effective way to manage student behavior is to create an environment where students continuously engage in active learning (Haydon, Borders, Embury, & Clarke, 2009.
Full Text Available In schools, classrooms are the first and the most important places in where the interaction of student-teacher is experienced intensively and education-teaching activities are carried out. Classroom is also considered as places where the physical education lessons are taught. In physical education lessons, it is possible to have success in teaching activities and demanded behavior changes with the classrooms where the students can feel themselves comfort and untroubled, meet their needs easily and have minimum discipline problems. From this point of view in this study effective classroom management in physical education lessons, discipline problems and the design of physical environment are going to be examined.
Poduska, Jeanne M.; Kurki, Anja
Moving evidence-based practices for classroom behavior management into real-world settings is a high priority for education and public health. This article describes the development and use of a model of training and support for the Good Behavior Game (GBG), one of the few preventive interventions shown to have positive outcomes for elementary…
@@ Misbehaviors have always been troubling both experienced and inexperienced teachers and the latter in particular in the class management.Various means are employed to approah this problem only turning out to be ineffectual.In fact,for many educators and educational psychologists classroom management is synonymous with class control.Management should include warmth and caring as weU as control.Classroom management,rules and routines should reflect a concem for a secure,safe,orderly eneironment,but at the expene of communication and trust among students.
Shogren, Karrie A.; Lang, Russell; Machalicek, Wendy; Rispoli, Mandy J.; O'Reilly, Mark
The purpose of this study was to evaluate and compare the effectiveness of a token economy and a self-management intervention in an inclusive kindergarten classroom. Two 5-year-old children with Asperger syndrome who were struggling to follow classroom rules participated in the study. An ABACABAC (A = baseline, B = token economy, C =…
Farmer, Thomas W.; Goforth, Jennifer B.; Hives, Jacqueline; Aaron, Annie; Jackson, Frances; Sgammato, Adrienne
Competence Enhancement Behavior Management is presented as a framework for supporting students with challenging behaviors in general education classrooms. This approach emphasizes classroom management and discipline strategies that (a) help to build positive relations with students, (b) communicate to students that they are important, and (c)…
Sanford, Julie P.
Investigated classroom management practices in 26 classes taught by 13 junior high and middle/junior high school teachers using student-on-task, off-task, and disruptive student behaviors as primary criteria of management effectiveness. Effective management practices for general classroom procedures, laboratory procedures, managing student…
Barbetta, Patricia M.; Norona, Kathleen Leong; Bicard, David F.
This article presents a dozen common classroom management mistakes that teachers make, followed by suggestions as to what we should do instead. The mistakes presented are committed frequently at many grade levels and in all types of learning environments. The recommended suggestions are relatively easy to implement and useful for all types of…
Roscoe, Keith; Orr, Kim
In this article, the authors describe a systematic approach to planning for the first days of school that is appropriate for today's demanding high school science classrooms. These strategies apply to any science subject and benefit student teachers, new teachers, and those teachers wishing to improve their classroom management skills. (Contains 3…
In this study the effects of Preventive Classroom Management Training Program (PCMTP), which is developed for the teachers who work in inclusive classrooms, includes preventive classroom management strategies, and aims to increase student engagement into lessons by decreasing problem behaviors of them, on classroom management of teachers were examined. The study group consisted of 45 teachers, 21 of whom were in experimental group whereas 24 of whom were in control group, and who worked in el...
McClowry, Sandra Graham; Snow, David L; Tamis-Lemonda, Catherine S; Rodriguez, Eileen T
A prevention trial tested the efficacy of INSIGHTS into Children's Temperament as compared to a Read Aloud attention control condition in reducing student disruptive behavior and enhancing student competence and teacher classroom management. Participants included 116 first and second grade students, their parents, and their 42 teachers in six inner city schools. Teachers completed the Sutter-Eyberg Student Behavior Inventory (SESBI) and the Teacher's Rating Scale of Child's Actual Competence and Social Acceptance (TRS) at baseline and again upon completion of the intervention. Boys participating in INSIGHTS, compared with those in the Read Aloud program, showed a significant decline in attentional difficulties and overt aggression toward others. Teachers in INSIGHTS, compared to those in the attention control condition, reported significantly fewer problems managing the emotional-oppositional behavior, attentional difficulties, and covert disruptive behavior of their male students. They also perceived the boys as significantly more cognitively and physically competent.
Dobbs-Oates, Jennifer; Kaderavek, Joan N.; Guo, Ying; Justice, Laura M.
This study investigated the relations among preschool teachers' behavior management, children's task orientation, and children's emergent literacy and language development, as well as the extent to which task orientation moderated the relation between teachers' behavior management and children's emergent literacy and language development.…
Kotcher, Elaine; Doremus, Richard R.
The question examined in this study was as follows: do teachers increase their positive classroom interactive behaviors as a result of training in systematic classroom observation techniques? (Authors/JA)
Blackburn, Heidi; Hays, Lauren
As librarians take on more instructional responsibilities, the need for classroom management skills becomes vital. Unfortunately, classroom management skills are not taught in library school and therefore, many librarians are forced to learn how to manage a classroom on the job. Different classroom settings such as one-shot instruction sessions…
The purpose of this study was to find the best classroom management strategies to use when teaching in an elementary school setting. I wanted to conduct the best possible management tools for a variety of age groups as well as meet educational standards. Through my research I found different approaches in different grade levels is an important…
Wong, Harry; Wong, Rosemary; Rogers, Karen; Brooks, Amanda
Effective teachers view classroom management as a process of organizing and structuring classroom events for student learning. Creating a well-managed classroom with established procedures is the priority of a teacher the first two weeks of school. In an elementary classroom where each day may have a different array of subjects and at different…
Maggin, Daniel M; Chafouleas, Sandra M; Goddard, Katelyn M; Johnson, Austin H
A two-part systematic review was undertaken to assess the effectiveness of token economies in increasing rates of appropriate classroom behavior for students demonstrating behavioral difficulties. The first part of the review utilized the recently published What Works Clearinghouse (WWC) standards for evaluating single-subject research to determine the extent to which eligible studies demonstrated sufficient evidence to classify the token economy as an evidence-based practice. The second part of the review employed meta-analytic techniques across four different types of effect sizes to evaluate the quantitative strength of the findings. Methodological strengths and weaknesses across the studies were systematically investigated. Results indicated that the extant research on token economies does not provide sufficient evidence to be deemed best-practice based on the WWC criteria.
Kotcher, Elaine; Doremus, Richard R.
During the spring of 1972 training workshops for 88 elementary and secondary teachers of the Great Neck Public Schools held to examine four hypotheses: 1) workshops in training teachers to observe classroom behavior would significantly increase these same teachers' positive classroom interactive behaviors consisting of teacher, pupil-pupil,…
Mansor, Azlin Norhaini; Eng, Wong Kim; Rasul, Mohamad Sattar; Hamzah, Mohd Izham Mohd; Hamid, Aida Hanim A.
This paper attempts to explore and identify the characteristics of an effective teacher who teaches English as a second language to 10 year old students from different ethnics, various social economic background and multi-level language ability, at a private primary school in Malaysia. The study focused on classroom management using a case study…
Spilt, Jantine L; Leflot, Geertje; Onghena, Patrick; Colpin, Hilde
This intervention study examined teachers' use of verbal praise and reprimands as specific components of teacher behavior management that can promote children's development in schools. The impact of teacher praise and reprimands on children's development was examined in the context of a teacher-mediated, classroom intervention. The sample involved 570 children and 30 teachers from second grade classrooms in 15 primary schools. The Good Behavior Game was implemented in half of the classrooms based on random assignment within schools. Teacher behavior management (praise for appropriate behavior and reprimands for inappropriate behavior) was observed during regular classroom lessons. Hyperactive, disruptive, and withdrawn child behavior were assessed using teacher and peer reports, global self-concept and emotional engagement were assessed using child self-reports. All variables were assessed at the beginning (pre-test) and at the end (post-test) of the school year. Multilevel regression models accounted for the nested structure of the data. The results suggested positive effects of fewer reprimands and more praise on child outcomes (except emotional school engagement), although the results differed by informant. We also found indirect effects of the Good Behavior Game (GBG) on child outcomes via teacher praise and reprimands. Overall, the study suggests that teachers' use of praise and reprimands is a malleable classroom factor that influences children's behavioral and socio-emotional development.
Koh, Myung-sook; Shin, Sunwoo
The purpose of this cross-cultural study is to investigate elementary teachers' beliefs and inter-cultural perspectives in classroom management (instructional environment and behavior management) for students in public schools of the U.S. and Korea. The results supported that the two groups of teachers showed similar beliefs in instructional…
Wolfgang, Christie Nicole
Though it may seem that classroom management comes naturally to some teachers, upon closer examination you'll probably discover that preparation and adaptation are more important than any innate ability when it comes to successful classroom management. Any experienced middle school science teacher can tell you that successful classroom management…
McGarity, John R., Jr.; Butts, David P.
This study was designed to determine the relationship among teacher classroom management behavior, student engagement, and student achievement of middle and high school science students. These variables were investigated across varying levels of academic aptitude. Two week long units were taught by 30 experienced science teachers. During this period of time teacher classroom management behavior, student achievement (n = 570), student engagement (n = 269), and student academic aptitude (n = 649) were measured. Twelve selected management indicators from Georgia Teachers Performance Assessment Indicators (TPAI) were used to measure teacher classroom management behaviors. Regression analysis was used to determine the relationship between the variables, and appropriate post hoc procedures were used. Analyses showed that there was a significant relationship among all variables. Post hoc analysis showed that these results were consistent across levels of aptitude. Other relationships found were between student engagement and achievement, student aptitude and achievement, and student aptitude and engagement. Correlation coefficients were obtained for each individual management indicators. Those particular management behaviors which were correlated with achievement and engagement are: identifies students who do not understand directions and helps them individually, maintains learner involvement in lessons, reinforces and encourages the efforts of learners to maintain involvement, attends to routine tasks, uses instructional time efficiently, provides feedback to learners about their behavior, manages disruptive behavior among learners.
Valdivia, Joe S.
Classroom management strategies designed to improve problem behavior directly affect student achievement. Researchers have demonstrated positive behavior supports (PBS) can reduce problem behavior. However, researchers have also found evidence that PBS may not always be successful and further studies are needed to improve the use of PBS as a…
Shin, Sunwoo; Koh, Myung-Sook
The purpose of this study is to investigate teachers' beliefs on classroom behavior management strategies for students in urban public high schools between teachers in the United States and the Republic of Korea. This study incorporates data collected from teacher self-reported survey questionnaire, which is the Attitudes and Beliefs on Classroom…
Delman, Douglas J.
Good classroom management is one of the most important goals teachers strive to establish from the first day of class. The rules, procedures, activities, and behaviors set the classroom tone throughout the school year. By revising, updating, and systemizing classroom management activities, teachers can eliminate many problems created by students…
Poduska, Jeanne M; Kurki, Anja
Moving evidence-based practices for classroom behavior management into real-world settings is a high priority for education and public health. This paper describes the development and use of a model of training and support for the Good Behavior Game (GBG), one of the few preventive interventions shown to have positive outcomes for elementary school children lasting through to young adulthood, ages 19-21, including reductions in the use of drugs and alcohol, school-based mental health services, and suicide ideation and attempts. We first describe the conceptual framework guiding the development of the model of training and support. Data on implementation of the model, from an ongoing trial of GBG being conducted in partnership with the Houston Independent School District, are then presented. We end with a discussion of the lessons learned and the implications for the next stage of research and practice.
Coleman, Janelle C.; Crosby, Megan G.; Irwin, Heather K.; Dennis, Lindsay R.; Simpson, Cynthia G.; Rose, Chad A.
This article provides practical strategies and techniques that early childhood educators can implement in their classrooms to effectively manage challenging behaviors. The specific strategies addressed fall under the following categories: (a) classroom management, (b) reinforcement, and (c) communication. Suggestions are made for how parents can…
Sanford, Julie P.
Twenty-six junior high and middle school science classes taught by 13 teachers were observed frequently during the first 2 months of school and during 2 months in the middle of the year to identify classroom management and instructional organization variables related to high levels of student task engagement and low levels of off task and disruptive behavior. Sub-samples of more and less effective managers were identified, and narrative data from their classes were analyzed to describe and illustrate effective strategies for managing science classroom activities.
Kendall, Leslie Threadgill
Connectedness and classroom management has been defined as the ability to relate to students and keep order and maintain successful relationships with individuals. This qualitative study utilized surveys, questionnaires, interviews, and observations to examine the best practices implemented by educators to develop and maintain connections with…
The purpose of this qualitative study was to explore the life experiences and beliefs of high school teachers exhibiting highly effective classroom management skills. The research for this phenomenological study utilized the narrative inquiry method of data collection. This study investigates the life experiences and beliefs of nine teachers…
Graff, Danielle M; Caperell, Kerry S
There is a new emphasis on the team approach to pediatric concussion management, particularly in the classroom. However, it is expected that educators are unfamiliar with the "Returning to Learning" recommendations. The authors' primary objective was to assess and improve high school educators' knowledge regarding concussions and management interventions using an online education tool. A total of 247 high school educators completed a 12 question pretest to assess core knowledge of concussions and classroom management followed by a 20-minute online literature-based education module. Participants then completed an identical posttest. The improvement in core knowledge was statistically significant (P classroom management also showed a statistically significant increase in scores (P classroom management as well as the significant improvement after an online educational module.
Guardino, Caroline A.; Fullerton, Elizabeth
This case study explores the possibility of affecting classroom behaviors by modifying the classroom environment. Although this type of research previously has been conducted in self-contained special education classrooms (Guardino, 2009), this is the first study to explore modifications in an inclusive classroom. The results of this study align…
This article offers practical information for primary teachers to become more knowledgable, skilled and effective in their work. Aspects of positive teaching and learning are explored. Innovative methods for transforming common classroom management struggles into opportunities for positive change and for changing negative behaviors into positive…
Freiberg, H. Jerome; Lamb, Stacey M.
Public opinion trends over the last five decades show that lack of discipline continues to be one of America's top public educational concerns. This trend suggests that alternatives to the traditional model are urgently needed. In this traditional model of classroom management, based on behaviorism and still common in some areas, discipline is…
Dunn, Winnie; Hughes, Paula
This report describes the Managing Occupational Therapy in Rural Education (MORE) a project that is designing a preservice training curriculum for occupational therapy students preparing to work in rural settings. Therapists need to have an understanding of rural school systems, educational aims, philosophy, and the structure of the system itself…
Postholm, May Britt
The article reviews studies that focus on classroom management. The aim of classroom management is twofold. The first is to establish a quiet and calm environment in the classroom so that the pupils can take part in meaningful learning in a subject. The second aim is that classroom management contributes to the pupils' social and moral…
Rimm-Kaufman, Sara E; Curby, Tim W; Grimm, Kevin J; Nathanson, Lori; Brock, Laura L
In this study, the authors examined the extent to which children's self-regulation upon kindergarten entrance and classroom quality in kindergarten contributed to children's adaptive classroom behavior. Children's self-regulation was assessed using a direct assessment upon entrance into kindergarten. Classroom quality was measured on the basis of multiple classroom observations during the kindergarten year. Children's adaptive classroom behavior in kindergarten was assessed through teacher report and classroom observations: Teachers rated children's cognitive and behavioral self-control and work habits during the spring of the kindergarten year; observers rated children's engagement and measured off-task behavior at 2-month intervals from November to May. Hierarchical linear models revealed that children's self-regulation upon school entry in a direct assessment related to teachers' report of behavioral self-control, cognitive self-control, and work habits in the spring of the kindergarten year. Classroom quality, particularly teachers' effective classroom management, was linked to children's greater behavioral and cognitive self-control, children's higher behavioral engagement, and less time spent off-task in the classroom. Classroom quality did not moderate the relation between children's self-regulation upon school entry and children's adaptive classroom behaviors in kindergarten. The discussion considers the implications of classroom management for supporting children's early development of behavioral skills that are important in school settings.
Stough, Laura M.; Montague, Marcia L.; Landmark, Leena Jo; Williams-Diehm, Kendra
Experienced special education teachers (n = 62) were surveyed on their professional preparation to become effective classroom managers. Despite having received extensive preservice training, over 83% of the sample reported being underprepared in classroom management and behavioral interventions. No statistically significant difference was found…
Reinke, Wendy M.; Herman, Keith C.; Stormont, Melissa
This study evaluated the use of classroom-level behavior management strategies that align with School-Wide Positive Behavioral Interventions and Supports (SW-PBIS). Direct observations of universal classroom management strategies were conducted across 33 elementary classrooms in elementary schools implementing SW-PBIS with high fidelity. Findings…
Full Text Available This research aims to determine the level of classroom teachers’ self-efficacy beliefs and classroom management ability perceptions and the correlation between these beliefs and perceptions. The study group were 401 classroom teachers who were working as a classroom teacher in public elementary schools, in 2009, in Burdur, Ağlasun, Kemer, Gölhisar, in Türkiye. The data was collected with the “Teacher Self-Efficacy Belief Scale” and “Classroom Management Ability Scale”. Numerous statistical techniques such as means and standard deviations and correlation were used for analyzing the data. This research findings show that the level of self-efficacy beliefs of classroom teachers are at “quite high” level. In addition to the level of classroom teachers’ "plan program activities and physical layout" dimension of the classroom management ability perceptions were "good" level, "teacher-student relationship regulation and time management" and "classroom interaction and behavior regulation" dimensions were "very good" level. Finally, it is seen that there is a meaningful and middle level correlation between the level of classroom teachers' self-efficacy beliefs and classroom management ability perceptions in all dimensions.
CHAI Xue-ting; FAN Xiao-bin
The classroom is an episode of the school culture, a stage to show the idea of school, and a transmission position to spread national education philosophy. There are obvious differences in terms of American and Chinese classroom management in three aspects:the teaching objectives, the teaching environment, the solution of the classroom problem behavior, and these dif-ferences are caused by the distinction in values and culture. The comparison between American and Chinese classroom manage-ment is of great significance for learning from teaching experience of foreign countries and promoting students' comprehensive development.
Reglin, Gary; Akpo-Sanni, Joretta; Losike-Sedimo, Nonofo
The problem in the study was that at-risk elementary school students had too many classroom disruptive behaviors. The purpose was to investigate the effect a Professional Development Classroom Management Model would have on reducing these students' misbehaviors. The study implemented a classroom management model to improve the classroom management…
van Tartwijk, Jan; den Brok, Perry; Veldman, Ietje; Wubbels, Theo
Creating a positive working atmosphere in the classroom is the first concern of many student and beginning teachers in secondary education. Teaching in multicultural classrooms provides additional challenges for these teachers. This study identified shared practical knowledge about classroom management strategies of teachers who were successful in…
Marzano, Robert J.; Gaddy, Barbara B.; Foseid, Maria C.; Foseid, Mark P.; Marzano, Jana S.
Use this handbook in self-help, study group, and teacher workshop situations to implement the research-based classroom management practices from the ASCD best-seller "Classroom Management That Works". The authors guide you through the classroom management approaches that support higher student achievement and provide you with hundreds of…
This paper takes the form of a discussion document. A number of ideas surrounding the topics of continuing professional development (CPD), performance management (PM) and effective classrooms in secondary schools are outlined. The paper draws on some of the recent literature in these areas and refers to some current trials within a UK-based…
Managing the class is a fussy but indispensable job for the class teacher. The relationship between teachers and students is a subtle one, which is different with each group. So it is a duty to manage their behaviour, meanwhile the teachers'skills of management appears more important.
Drang, Debra Michal
This study examined preschool teachers' beliefs, knowledge, and practices related to classroom management. The rationale for researching this topic is based on the role of teachers in the special education referral process, the poor success rate for inclusion for children with disabilities who demonstrate problematic classroom behaviors, and the…
Xenos, Anthony J.
This article presents guiding principles governing the design, implementation, and management of a point system to promote discipline and academic rigor in a secondary classroom. Four considerations are discussed: (1) assigning appropriate point values to integral classroom behaviors and tasks; (2) determining the relationship among consequences,…
Wood, Constance D.; And Others
Three papers discuss aspects of The Ima Hogg Therapeutic School for emotionally disturbed children. The first paper addresses the school's behavior development and management system, which rewards self management with freedom in physical activity and uses individualized target behaviors designed to increase the child's acceptable social…
Farrell, Thomas S. C., Ed.
This series captures the dynamics of the contemporary ESOL classroom. It showcases state-of-the-art curricula, materials, tasks, and activities reflecting emerging trends in language education and seeks to build localized language teaching and learning theories based on teachers' and students' unique experiences in and beyond the classroom. Each…
At times, classroom management and guidance elude even the most seasoned teachers. Yet, students need guidance and practice in self-regulatory skills to assist in the learning that occurs in classrooms. Teachers need both practical and research-based classroom management strategies that benefit the environment and help create a space conducive to…
Allen, Kathleen P.
While bullying in schools has begun to receive attention, little is known about the relationship between classroom management and bullying in the classroom. The process for exploring this relationship will be a review of research and literature related to bullying in the school environment, classroom management, teacher practices, and student…
Huang, Shwu-yong L.; Waxman, Hersholt C.
This study examines Asian American middle school students' classroom behaviors in mathematics using systematic classroom observation techniques. The study explores questions related to classroom behaviors in terms of interactions with teachers, classroom settings, activities, and manners; differences in classroom behaviors between boys and girls…
Sometimes students will exhibit various aggressive behaviors in the preschool classroom. Early childhood educators need to have behavior management strategies to manage the students' negative behaviors within the classroom setting. This article will provide a rationale for embedding literacy instruction within behavior management strategies to…
This thesis makes a preliminary probe into the present English classroom teaching in China.The problem of classroom management,accompanied by classroom teaching,has long existed in the teaching field,and has become increasingly complicated with the social development.This paper studies the problem from the aspects of theoretical foundations,the management in language classroom,suitable English teaching for Chinese students and so on.
Taylor, Shanon S.
Dealing with student behavior is often cited as one of the most frustrating aspects of teaching, yet many classroom teachers receive no pre-service training in the basics of behavior management. This article describes the process of implementing a quick behavioral analysis for the purpose of designing a basic intervention. It will provide general…
Flynt, Cynthia J.
PREDICTING ACADEMIC ACHIEVEMENT FROM CLASSROOM BEHAVIORS by Cynthia J. Flynt Nancy Bodenhorn & Kusum Singh, Co-Chairs Counselor Education (ABSTRACT) This study examined the influence of behaviors exhibited in the classroom on reading and math achievement in the first, third and eighth grades; and the influence of teacher perceptions on reading and math achievement of African-Americans versus White students and male versus female students. Lastly, the study examined te...
McDonald, Joseph P.; Hudder, Daniel
A teacher educator and a former student, now a classroom teacher, have a 14-year conversation about the deep dynamics of classroom management, which is more complicated than it first appears. The teacher educator introduces the classroom teacher to The Deal, an idea that can guide early-career teachers as well as veteran teachers. The Deal is, in…
Corder, Gregory W.
This paper discusses the use of behavior contracts for students with behavior problems in martial arts classrooms. Highlighted is the experience of one marital arts teacher with a preteen student who constantly disrupts the class. The behavior contract let the student continue participating while outlining specific expectations for him, his…
Ritter, Todd R.; Forbush, David E.; Shuster, Kari
Many researchers and educators regard classroom-wide behavior management systems as an effective and efficient strategy to manage student behavior. This study evaluated the effectiveness of a classroom-wide management system called the Clocklight Program. Central to the program was a modified clock which was operated by the teacher by means of a…
Sullivan, Debra K.; And Others
The primary objective of the Stallings Classroom Management Staff Development Model is to help teachers change so that they can manage their classrooms more effectively. In this model, classroom observations and specific recommendations for teaching behaviors are made for each teacher, and a series of teacher training sessions helps them to change…
Collins, Tai A.; Cook, Clayton R.; Dart, Evan H.; Socie, Diana G.; Renshaw, Tyler L.; Long, Anna C.
Off-task and disruptive classroom behaviors have a negative impact on the learning environment and present a unique challenge for teachers to address. The aim of this study was to evaluate the Class Pass Intervention (CPI) as a behavior management strategy for secondary students with disruptive classroom behavior. The CPI consists of providing…
Safran, Stephen P.; Safran, Joan S.
Seventy-four elementary school teachers rated five behavior problems portrayed in videotaped vignettes in terms of severity, manageability, tolerance, and contagion. Only contagion yielded significant differences (stronger within the disruptive context), suggesting that teachers held the target child responsible for the classroom disorder.…
Englehart, Joshua M.
Too often, teachers encountering difficulties with classroom management focus only on the students rather than critically examining the influence of their own approaches on student behavior. Given the particular challenges that middle school students present, certain practices and expectations exacerbate management issues, and a lack of awareness…
Englehart, Joshua M.
Teachers' classroom management practices are rooted in assumptions based on their experiences and perceptions. At times, these assumptions are only partially informed, and serve to limit action and perceived responsibility. In this article, five common "half-truths" that guide classroom management are discussed. For each, the basic premise is…
Daniels, Mark L.
This article describes a cohesive theory of classroom management, developed by the author. This "three Fs" theory, predicated upon extant empiricism and scholarship vis-a-vis classroom management, was devised and implemented over several semesters within a field-based course at the University of Texas at Austin for preservice mathematics majors…
Gujjar, Aijaz Ahmed; Choudhry, Bushra Naoreen
Proper classroom management and discipline ensure the success of learning process. Classroom management is the linchpin that makes teaching and learning achievable in the teaching learning process. It is the teacher who plays the main role in planning, organizing procedures and resources, arranging the environment to maximize efficiency,…
Moore, D.W.; Anderson, A.; Glassenbury, M.; Didden, H.C.M.; Lang, R.
Self-management strategies have been shown to be widely effective. However, limited classroom-based research exists involving low performing but developmentally normal high school-aged participants. This study examined the effectiveness of a self-management strategy aimed at increasing on-task behav
Leflot, Geertje; van Lier, Pol A C; Onghena, Patrick; Colpin, Hilde
The role of teacher behavior management for children's disruptive behavior development (hyperactive and oppositional behavior) was investigated using a universal classroom preventive intervention study. Five-hundred seventy children were followed from second to third grade of elementary school. Observations of teacher behavior management and children's on-task and off-task classroom behavior and peer reports of hyperactive and oppositional behavior were available. Results showed that the reduced use of negative remarks of intervention teachers predicted children's increase in on-task behavior and decrease in talking-out behavior. These improved children's classroom behaviors in turn mediated the impact of the intervention on the development of hyperactive and oppositional behavior over the studied period. These results were similar for girls and boys. The results underscore the role of teachers' classroom management strategies in improving children's classroom behavior, which, in turn is an important component in the reduction of disruptive behavior development.
Türkay Nuri Tok
Full Text Available This study aims to determine novice teachers’ classrom management self efficacy beliefs as well as the extent to which these beliefs change according to independent variables. This research which aims to determine novice teachers’ classroom management self efficacy beliefs is a survey type research. The participants of the study are 85 novice teachers on duty in their first year in Hatay Province in Turkey. Classroom Management Self-Efficacy Convictions Scale that is internally consistent and valid in measuring classroom management self-efficacy beliefs of prospective teachers devised by Çetin (2013 was used in the study. There is not any statistically significant difference in terms of school of graduation and classroom management efficacy belief and result expectation sub-dimension. There is not any statistically significant difference in classroom management efficacy belief and result expectation sub-dimension. In terms of gender, there is not any statistically significant difference in the result expectation sub-dimension but there is a statistically significant difference in classroom management efficacy belief. Male novice teachers have higher level of classroom management efficacy beliefs than female novice teachers.
Quay, Herbert C.
The research findings of most studies on student behavior problems have shown that these behaviors can be reduced to four major clusters of interrelated characteristics--conduct disorder, personality disorder, inadequacy-immaturity and socialized delinquency. Discusses these behaviors and some research on behavior change. (Author/RK)
Sahin, Ali E.
This study intends to determine elementary school teachers' degree of classroom control, which constitutes the consistency in their classroom management and discipline-related behaviour. The major research question was as follows: Is the control approach adopted by teachers related to certain variables (gender, age, subject area, experience)? The…
Woods, Sean A.
Classroom management has been the focal point of many different studies and research projects. Unfortunately, it has also been cited as one of the top three reasons teachers leave the field of education not only today, but for the last 40 years (Berry, 2010). There is a need for an understanding of the implications of past classroom management…
Classroom managament has great importance on increasing productivity of education activities.So that,it is necessary to be careful while arranging classroom environment.The teacher has an important role on arranging classroom environment.The teachers should arrange the classroom by taking care classroom physical variables and effects of classroom management.It increases productivity of education.This research explains the importance of classroom management and classroom’s physical variables o...
Serow, Robert C.; Solomon, Daniel
Observations were conducted in desegregated elementary school classes to determine the relationship between classroom conditions and pupils' interracial behaviors. Diffuse positive intergroup contacts were more likely to occur when teachers emphasized interpersonal concerns. Purposeful intergroup contacts were facilitated by teacher patience and…
Freeman, Jennifer; Simonsen, Brandi; Briere, Donald E.; MacSuga-Gage, Ashley S.
Effective classroom management skills are essential for teachers. Unfortunately, many teachers do not receive adequate classroom management training prior to beginning their teaching careers and feel unprepared for the demands of managing student behaviors in their classrooms. In this article, we describe (a) the number of states with state policy…
Solomon, Daniel; Kendall, Arthur J.
A study was conducted to ascertain which dimensions of children's classroom behavior are seen to be important by teachers and how accurate teachers' perceptions are of children's behavior in terms of such dimensions. Teachers in six suburban fourth-grade classrooms rated classroom behavior of each of their students (105 boys and 78 girls) using…
Andreasen, Melody C.
Teachers sometimes experience problems with disruptive behavior in their classrooms. These aberrant and socially mediated behaviors can be difficult for teachers to manage without the proper research-based skills and training. This project explored the effects of training general education classroom teachers to conduct a functional behavior assessment and deliver noncontingent reinforcement (NCR) for disruptive classroom behavior(s). Participants included four middle school general education ...
Middle school students experience substantial changes in their emotion and cognition while they grow. They have mixed feelings, which may negatively affect their motivation, self-esteem, and academic success due to different classroom management strategies of their teachers. There is available research about motivation of middle school students…
Forslund Frykedal, Karin; Hammar Chiriac, Eva
This study aims to provide a better understanding of teachers' managing roles when using group work in the classroom. Building on Granström's 2 concepts of leadership and teachership, a more specific aim is to investigate teachers' managing roles when using group work and how teachers' presumptions affect the way in which they manage the…
Floress, Margaret T.; Jacoby, Amber L.
The Caterpillar Game is a classroom management system that is aligned with School-wide Positive Behavioral Interventions and Supports standards. A single-case, multiple-baseline design was used to evaluate the effects of the Caterpillar Game on disruptive student behavior and teacher praise. Three classrooms were included in the study (preschool,…
Martin, Nancy K.; Yin, Zenong; Mayall, Hayley
This study represents a continuation of research efforts to further refine the Attitudes and Beliefs on Classroom Control (ABCC) Inventory. The purposes of this study were to investigate the: (1) impact of classroom management training on classroom management style; (2) differences in attitudes toward classroom management between novice and…
Aliakbari, Mohammad; Heidarzad, Mohsen
This study aimed at analyzing Iranian EFL teachers' beliefs toward classroom management and the relationship between teachers' beliefs and their actual practices of classroom management in regard with individual variables such as gender, education degree, and teaching experience. The data were collected using a behavior and instructional…
Forslund Frykedal, Karin; Hammar Chiriac, Eva
This study aims to provide a better understanding of teachers' managing roles when using group work in the classroom. Building on Granström's 2 concepts of leadership and teachership, a more specific aim is to investigate teachers' managing roles when using group work and how teachers' presumptions affect the way in which they…
De Bonis, Susan; De Bonis, Nick
The LMS (learning management system) at many schools for delivering, tracking and managing education relies on TEL (technology-enhanced learning), what Nichols called "pedagogy empowered by digital technology" (Nichols, 2008). It includes the "paperless classroom" in traditional (not online) classes in which faculty and students exchange…
Teaching dance can be a challenge because of the unique classroom-management situations that arise from the dynamic nature of the class content. Management is a delicate navigation of advance planning; rule setting; the establishment and implementation of daily protocols, routines, and interventions; and the teacher's own presentation. This…
Cappella, Elise; Kim, Ha Yeon; Neal, Jennifer W; Jackson, Daisy R
Applying social capital and systems theories of social processes, we examine the role of the classroom peer context in the behavioral engagement of low-income students (N = 80) in urban elementary school classrooms (N = 22). Systematic child observations were conducted to assess behavioral engagement among second to fifth graders in the fall and spring of the same school year. Classroom observations, teacher and child questionnaires, and social network data were collected in the fall. Confirming prior research, results from multilevel models indicate that students with more behavioral difficulties or less academic motivation in the fall were less behaviorally engaged in the spring. Extending prior research, classrooms with more equitably distributed and interconnected social ties-social network equity-had more behaviorally engaged students in the spring, especially in classrooms with higher levels of observed organization (i.e., effective management of behavior, time, and attention). Moreover, social network equity attenuated the negative relation between student behavioral difficulties and behavioral engagement, suggesting that students with behavioral difficulties were less disengaged in classrooms with more equitably distributed and interconnected social ties. Findings illuminate the need to consider classroom peer contexts in future research and intervention focused on the behavioral engagement of students in urban elementary schools.
This paper reviewed classroom management studies of teachers ’ teaching and students ’ learning about classroom rules since 1990s. Teachers decide classroom rules and teach them to students in class in the beginning time of the school year. Classroom rules divide students into students in primary adjustment and students in secondary adjustment. Misbehavior of Students in secondary adjustment provides opportunities to learn classroom rules, to negotiate modification of classroom rules with a t...
Full Text Available The present study aims to determine how often elementary school teachers encounter undesirable behaviors in the classroom and what their thoughts regarding possible reasons of these behaviors are. The teachers’ opininon about the prevalence of these behaviors and their possible reasons were evaluated according to gender, marital status, level of class being taught, size of class being taught and it was tried to be determined if there were significant differences between variables. The measurement tool was applied to a total of 54 teachers at 5 schools in Gölcük district of the Kocaeli province. The data collection tool is composed of three sections. The first section is for establishing teachers’ personal information. In this study, as a data collection tool, a questionnaire was used. When preparing questions for the questionnaire, following the examination of resources available, the questionnaire prepared by Aksoy (1999 and used in the thesis study entitled “Classroom Management and Student Discipline in Elementary Schools of Ankara” and also used in the thesis study by Boyraz (2007 entitled “Discipline Problems that Candidate Teachers Servicing at Elementary Schools Encounter in the Classroom” was employed. Although the validity and reliability of the questionnaire was tested by Aksoy (1999 and Boyraz (2007, the reliability study for the questionnaire was retested and found to be 0,9. The questionnaire include 42 items. 19 of them are related to the reasons of undesirable behaviors observed in the classroom and 23 of them are related to undesirable behaviors observed in the classroom.
Mohammad Aliakbari; Bafrin Bozorgmanesh
Ample research findings support the effective role that classroom management strategies play in enhancing students’ learning. Drawing upon Iranian high school teachers’ classroom management strategies, this article is intended to examine the extent to which these teachers follow assertive classroom management strategies and if these strategies affect students’ performance. Conducting a survey including 123 female students, it was found out that Iranian teachers apply classroom management stra...
Babaoğlan, Emine; Korkut, Kübra
This research aims to determine the level of classroom teachers’ self-efficacy beliefs and classroom management ability perceptions and the correlation between these beliefs and perceptions. The study group were 401 classroom teachers who were working as a classroom teacher in public elementary schools, in 2009, in Burdur, Ağlasun, Kemer, Gölhisar, in Türkiye. The data was collected with the “Teacher Self-Efficacy Belief Scale” and “Classroom Management Ability Scale”. Numerous statistical...
Gaastra, Geraldina F; Groen, Yvonne; Tucha, Lara; Tucha, Oliver
Children with attention-deficit/hyperactivity disorder (ADHD) often exhibit problem behavior in class, which teachers often struggle to manage due to a lack of knowledge and skills to use classroom management strategies. The aim of this meta-analytic review was to determine the effectiveness of several types of classroom interventions (antecedent-based, consequence-based, self-regulation, combined) that can be applied by teachers in order to decrease off-task and disruptive classroom behavior in children with symptoms of ADHD. A second aim was to identify potential moderators (classroom setting, type of measure, students' age, gender, intelligence, and medication use). Finally, it was qualitatively explored whether the identified classroom interventions also directly or indirectly affected behavioral and academic outcomes of classmates. Separate meta-analyses were performed on standardized mean differences (SMDs) for 24 within-subjects design (WSD) and 76 single-subject design (SSD) studies. Results showed that classroom interventions reduce off-task and disruptive classroom behavior in children with symptoms of ADHD (WSDs: MSMD = 0.92; SSDs: MSMD = 3.08), with largest effects for consequence-based (WSDs: MSMD = 1.82) and self-regulation interventions (SSDs: MSMD = 3.61). Larger effects were obtained in general education classrooms than in other classroom settings. No reliable conclusions could be formulated about moderating effects of type of measure and students' age, gender, intelligence, and medication use, mainly because of power problems. Finally, classroom interventions appeared to also benefit classmates' behavioral and academic outcomes.
Aliakbari, Mohammad; Bozorgmanesh, Bafrin
Ample research findings support the effective role that classroom management strategies play in enhancing students' learning. Drawing upon Iranian high school teachers' classroom management strategies, this article is intended to examine the extent to which these teachers follow assertive classroom management strategies and if these strategies…
Kazemi, Ali; Soleimani, Neda
As a factor contributing to a successful teaching career, classroom management can be affected by many latent and explicit variables. In this mixed method study, the researchers sought to scrutinize the possible connections among EFL teachers' classroom management approaches at two dimensions of behavior management and instructional management and…
Yang Haili; Huang Yumei
Teacher’s teaching behavior refers to dominant behavior and invisible behaviors conducted by teachers during the process of teaching. The teaching process includes teaching preparation, lead-in, presentation and surveillance.Teacher’s teaching behavior has a vital effect on classroom teaching and students’ English learning. Therefore, the thesis analyzes and discusses the teacher’s behavior on the base of the flipped classroom and aims to make the teacher’s behavior have positive impact on students’ English learning.
By employing quantitative research methods, the paper investigates college students ’preferences to English classroom behaviors and the relations between behaviors and achievements. The results indicate that there are significant differences among the subjects’behavior, cognitive and emotional elements, and their classroom behaviors are mainly visual, individual, imitative and exterior-motivated;there are significant differences in behavior element and emotional element between high-result group and low-result group;confident and oral classroom behaviors have prominent relations with CET-4 achievements, and different teaching methods may make learning behaviors produce good or bad effects to achievements.
Leflot, Geertje; van Lier, Pol A. C.; Onghena, Patrick; Colpin, Hilde
The role of teacher behavior management for children's disruptive behavior development (hyperactive and oppositional behavior) was investigated using a universal classroom preventive intervention study. Five-hundred seventy children were followed from second to third grade of elementary school. Observations of teacher behavior management and…
Meister, Denise G.
to affect student behavior through instructional management. His best-known work was completed in the 1970s, where he conducted two major case studies. From educational psychologist to a well-known theorist today, Kounin brought a novel idea that incorporated both the instructional and disciplinary aspects of the classroom together. Before this happened, most educators viewed their role as simply passing on skills and knowledge to passive listeners. After publishing his book, Discipline...
The purpose of this study is to suggest a new perspective and a new horizon by analyzing the concept of classroom management in the literature of traditional classroom management from a scientific and dictionary view. It may be said that there are serious problems regarding the settlement of the meaning of "classroom management" in the educational…
Ben-Peretz, Miriam; Eilam, Billie; Landler-Pardo, Gabi
In our paper, we examine how classroom management is taught in teacher education in Israel. Three questions are addressed: (1) What is the structure of programs for classroom management (site, timing, duration, number of courses, mandatory/optional)? (2) How is classroom management conceived (technical/pedagogical, individual/systemic)? (3) Does…
Eisenman, Gordon; Edwards, Susan; Cushman, Carey Anne
Learning how to manage a classroom effectively is a difficult task for preservice teachers. This is compounded by the lack of attention that classroom management receives in many teacher preparation programs and in the field of education in general. This article offers a rationale for the lack of attention to classroom management in teacher…
The purpose of this article is to share specific tips and techniques used by educators, education learning societies and experts in the field of education and classroom management. Classroom management is one of the greatest concerns of teachers and administrators when addressing the safety and well-being of students. Classroom management ranks at…
Jones, Stephanie M.; Bailey, Rebecca; Jacob, Robin
Research tells us that children's social-emotional development can propel learning. A new program, SECURe, embeds that research into classroom management strategies that improve teaching and learning. Across all classrooms and grade levels, four principles of effective management are constant: Effective classroom management is based in…
Greenberg, Julie; Putman, Hannah; Walsh, Kate
This report examines traditional teacher preparation in classroom management, which is a struggle for many teachers, especially new ones. 122 teacher preparation programs--both elementary and secondary, graduate and undergraduate--were examined to review the full breadth of the professional sequence. The following conclusions are made as a result…
Meeting the academic needs of a student with Attention Deficit Hyperactivity Disorder (ADHD) can be taxing on teachers and students. This research highlights classroom management strategies that general education teachers might include in their teaching to support the academic growth students with ADHD, while continuing to support all students in…
Evertson, Carolyn M.; Harris, Alene H.
Although the amount of available time imposes limitations on accomplishment, the key issue is time usage. Effective classroom management conserves instruction time by planning activities and tasks to fit the learning materials; setting and conveying procedural and academic expectations; and appropriately sequencing, pacing, monitoring, and…
Putman, S. Michael
Research has shown efficacy exerts a powerful influence on behavior. Classroom management represents one vehicle for demonstrations of these behaviors, yet few instruments focus solely on the measurement of this domain-specific form of efficacy. This research explored the relationship between teacher self-efficacy and classroom management through…
Full Text Available Classroom managament has great importance on increasing productivity of education activities.So that,it is necessary to be careful while arranging classroom environment.The teacher has an important role on arranging classroom environment.The teachers should arrange the classroom by taking care classroom physical variables and effects of classroom management.It increases productivity of education.This research explains the importance of classroom management and classroom’s physical variables on positive learning environment and reaching the students’learning aims.
Jones, F H; Eimers, R C
Two teachers who led regular third-grade classrooms in a suburban elementary school were trained via role-playing to use a broad range of social skills in dealing with group behavioral management in the classroom. Teacher training reduced disruptive student behavior during both seat work and group discussions in both classrooms. A measure of student productivity during arithmetic period in one classroom showed significant gains in arithmetic problems correct per day for the middle and bottom thirds of the class, with the bottom third increasing by 76%.
Rusk, Robert Brian
This qualitative case study explored how the classroom management practices of sampled teachers in a private school in central Oregon influenced classroom disruptions. Through the study, the researcher was able to provide insight on the differences in specific classroom management processes between teachers who had a high number of Positive…
Kowalewicz, Eva A; Coffee, Gina
This study is an examination of the effectiveness of the Mystery Motivator-an interdependent group contingency, variable-ratio, classwide intervention-as a tool for reducing disruptive classroom behavior in eight diverse general-education elementary school classrooms across seven different schools. The study was conducted using an ABAB, changing criterion design, and the effectiveness of the intervention was assessed for an 8-week period. The frequency of disruptive behavior in all classrooms decreased. Teacher intervention acceptability data indicated seven of eight teachers found the intervention to be acceptable. Overall, data indicated the Mystery Motivator intervention was a powerful intervention for reducing disruptive behaviors in elementary classrooms.
Powell, Michael Lee; Newgent, Rebecca A.
This study examined the use of disc golf as a creative, recreational play intervention for improving classroom behaviors in disruptive children. Twenty-two elementary students were randomly selected for either a treatment or control group and rated at pre- and post- by their teachers on the use of nine positive classroom behaviors (e.g., sharing,…
This article discusses an innovative technique to teach strategic behavior in oligopoly markets. In the classroom exercise, students play the role of a firm that maximizes its profit given the behavior of other firms in the industry. Using classroom clickers to communicate pricing decisions, students explore first-hand the strategic nature of…
Lewis, Ramon; Roache, Joel; Romi, Shlomo
This study reports the relationships between coping styles of Australian teachers and the classroom based classroom management techniques they use to cope with student misbehaviour. There is great interest internationally in improving educational systems by upgrading the quality of teachers' classroom management. However, the relationship between…
Students cannot learn in chaotic, badly managed classrooms. In the first years of teaching experiences, teachers revealed that novice teachers came to recognize the importance of discipline skills and classroom management for effective instruction. The purpose of the study was (i) to develop Science teachers' views towards classroom management…
Reinke, Wendy M; Lewis-Palmer, Teri; Merrell, Kenneth
School-based consultation typically focuses on individual student problems and on a small number of students rather than on changing the classroom system. The Classroom Check-up (CCU) was developed as a classwide consultation model to address the need for classroom level support while minimizing treatment integrity problems common to school-based consultation. The purpose of the study was to evaluate the effects of the CCU and Visual Performance Feedback on teacher and student behavior. Results indicated that implementation of the CCU plus Visual Performance Feedback increased teacher implementation of classroom management strategies, including increased use of praise, use of behavior specific praise, and decreased use of reprimands. Further, these changes in teacher behavior contributed to decreases in classroom disruptive behavior. The results are encouraging because they suggest that consultation at the classroom level can create meaningful teacher and student behavior change.
Tauber, Robert T.
Of the four simple consequences for behavior, none is more misunderstood than negative reinforcement. A Negative Reinforcement Quiz administered to 233 student teachers from two universities revealed that the vast majority of respondents mistakenly viewed negative reinforcement as a synonym for punishment, and believe that negative reinforcement…
Vlčková Kateřina; Lojdová Kateřina; Škarková Lucie
Classroom management (CM) can be viewed as a system of strategies employed by a teacher to influence the physical and social space of the classroom to foster an environment where learning can occur (Christofferson, Sullivan, & Bradley, 2015). Classroom management skills are crucial for teachers to create classroom settings where students can learn as effective CM leads to student high achievement (Stronge, Ward, & Grant, 2011) and contributes to teacher remaining in the profession. Th...
Busacca, Margherita L.; Anderson, Angelika; Moore, Dennis W.
This review evaluates self-management literature targeting problem behaviors of primary school students in general education settings. Thirty-one single-case design studies met inclusion criteria, of which 16 demonstrated adequate methodological rigor, according to What Works Clearinghouse (WWC) design standards. Visual analysis and WWC…
Justen, Joseph E., III; Howerton, D. Lynn
Eight behavioral management terms/concepts commonly encountered in the special education literature are defined and discussed in terms of commonly occurring confusions. They are positive reinforcement, negative reinforcement, punishment, extinction, differential reinforcement of other behavior, timeout, response cost, and overcorrection. (DB)
Thomas, Duane E; Bierman, Karen L; Powers, C J
Research suggests that early classroom experiences influence the socialization of aggression. Tracking changes in the aggressive behavior of 4,179 children from kindergarten to second-grade (ages 5-8), this study examined the impact of 2 important features of the classroom context--aggregate peer aggression and climates characterized by supportive teacher-student interactions. The aggregate aggression scores of children assigned to first-grade classrooms predicted the level of classroom aggression (assessed by teacher ratings) and quality of classroom climate (assessed by observers) that emerged by the end of Grade 1. Hierarchical linear model analyses revealed that first-grade classroom aggression and quality of classroom climate made independent contributions to changes in student aggression, as students moved from kindergarten to second grade. Implications for policy and practice are discussed.
Pas, Elise T.; Larson, Kristine E.; Reinke, Wendy M.; Herman, Keith C.; Bradshaw, Catherine P.
Literature suggests that improving teacher use of culturally responsive classroom management strategies may reduce the disproportionate number of racial and ethnic minority students who receive exclusionary discipline actions and are identified as needing special education, particularly for emotional and behavioral disorders. Coaching teachers is…
Mitchell, Mary M; Bradshaw, Catherine P
There is growing emphasis on the use of positive behavior supports rather than exclusionary discipline strategies to promote a positive classroom environment. Yet, there has been limited research examining the association between these two different approaches to classroom management and students' perceptions of school climate. Data from 1902 students within 93 classrooms that were nested within 37 elementary schools were examined using multilevel structural equation modeling procedures to investigate the association between two different classroom management strategies (i.e., exclusionary discipline strategies and the use of positive behavior supports) and student ratings of school climate (i.e., fairness, order and discipline, student-teacher relationship, and academic motivation). The analyses indicated that greater use of exclusionary discipline strategies was associated with lower order and discipline scores, whereas greater use of classroom-based positive behavior supports was associated with higher scores on order and discipline, fairness, and student-teacher relationship. These findings suggest that pre-service training and professional development activities should promote teachers' use of positive behavior support strategies and encourage reduced reliance on exclusionary discipline strategies in order to enhance the school climate and conditions for learning.
Breeman, L.D.; Wubbels, T.; van Lier, P.A.C.; Verhulst, F.C.; van der Ende, J.; Maras, A.; Hopman, J.A.B.; Tick, Nouchka
The goal of this study was to explore relations between teacher characteristics (i.e., competence and wellbeing); social classroom relationships (i.e., teacher–child and peer interactions); and children's social, emotional, and behavioral classroom adjustment. These relations were explored at both t
Kowalewicz, Eva A.; Coffee, Gina
This study is an examination of the effectiveness of the Mystery Motivator--an interdependent group contingency, variable-ratio, classwide intervention--as a tool for reducing disruptive classroom behavior in eight diverse general-education elementary school classrooms across seven different schools. The study was conducted using an ABAB, changing…
Jalali, Sara; Panahzade, Vahid; Firouzmand, Ali
Computer-assisted language learning (CALL) is the realization of computers in schools and universities which has potentially enhanced the language learning experience inside the classrooms. The integration of the technologies into the classroom demands that the teachers adopt a number of classroom management procedures to maintain a more…
Đigić, Gordana; Stojiljković, Snežana
The paper first defines the concept of classroom management and highlights the key-elements and presuppositions of successful classroom management. Further follows a description of different styles based on views of Martin and Baldwin who stress three dimensions of classroom management: personality (the teacher's convictions about the student's personality and actions based on them), teaching (what the teacher does to initiate and maintain class activities) and discipline (the procedures the ...
The purpose of this small scale study was to determine pre-service teachers’ perceptions of classroom management, misbehaviour, and of their own ability to teach in relation to classroom management. Semi-structured interviews were conducted before and after teaching practice with eleven EFL (English as a Foreign Language) student teachers. Findings suggest that they have a narrow conception of classroom management, often focusing one aspect of it. Additionally, their confidence to teach seem ...
Simpson, Robert G.; Allday, R. Allan
When teachers consider behavior management issues in the classroom, they often focus primarily on student behavior. Nevertheless, managing inappropriate student behavior can often be improved by altering teacher behavior. Discussed in the present article are four components of teacher behavior that can lead to more effective management of student…
While extensive research has been conducted on classroom management little research exists on culturally responsive classroom management. The primary purpose of this qualitative study was to examine how four novice teachers developed their culturally responsive management practice (CRCM) to better meet the needs of their students. My analysis was…
Shecket, Susan M.; Shecket, William C.
In this study, a classroom observation technique was employed to examine the behaviors of a group of teacher-referred hyperactive children in order to determine the frequency of specific behaviors exhibited. The purpose behind the study was the further investigation of behavioral observation and intervention techniques used by other researchers as…
Geraldina F Gaastra
Full Text Available Children with attention-deficit/hyperactivity disorder (ADHD often exhibit problem behavior in class, which teachers often struggle to manage due to a lack of knowledge and skills to use classroom management strategies. The aim of this meta-analytic review was to determine the effectiveness of several types of classroom interventions (antecedent-based, consequence-based, self-regulation, combined that can be applied by teachers in order to decrease off-task and disruptive classroom behavior in children with symptoms of ADHD. A second aim was to identify potential moderators (classroom setting, type of measure, students' age, gender, intelligence, and medication use. Finally, it was qualitatively explored whether the identified classroom interventions also directly or indirectly affected behavioral and academic outcomes of classmates. Separate meta-analyses were performed on standardized mean differences (SMDs for 24 within-subjects design (WSD and 76 single-subject design (SSD studies. Results showed that classroom interventions reduce off-task and disruptive classroom behavior in children with symptoms of ADHD (WSDs: MSMD = 0.92; SSDs: MSMD = 3.08, with largest effects for consequence-based (WSDs: MSMD = 1.82 and self-regulation interventions (SSDs: MSMD = 3.61. Larger effects were obtained in general education classrooms than in other classroom settings. No reliable conclusions could be formulated about moderating effects of type of measure and students' age, gender, intelligence, and medication use, mainly because of power problems. Finally, classroom interventions appeared to also benefit classmates' behavioral and academic outcomes.
Romi, Shlomo; Lewis, Ramon; Roache, Joel
This paper discusses the degree to which recently reported relationships between the classroom management techniques and coping styles of Australian teachers apply in two other national settings: China and Israel. Little is known about which teacher characteristics relate to their approach to classroom management, although researchers in Australia…
The purpose of this study was to examine how teachers manage their classroom in co-taught lessons. The data were collected by observing and interviewing a pair of primary school teachers. The most important influence of collaboration on classroom management seemed to be the emotional support of another adult, and the opportunity to use different…
Jackson, Cliff; Simoncini, Kym; Davidson, Mark
Classroom management is a serious concern for beginning teachers including preservice teachers. The Queensland Department of Education, Training and Employment (DETE) has developed the Essential Skills for Classroom Management (ESCM), a system of positive and pro-active strategies for maintaining supportive learning environments. In addition, the…
Davis, Heather A.; Summers, Jessica J.; Miller, Lauren M.
Like having a hidden camera in other teachers' classrooms, An Interpersonal Approach to Classroom Management engages you from the start by contrasting how two teachers respond differently to common situations. The authors expertly bridge the gap between educational psychology and peer and student-teacher management from the perspectives of student…
Jeanpierre, Bobby J.
The purpose of this article is to present findings from a case study of two urban elementary teachers' classroom management practices and students' interactions during science instruction. The two teachers had antithetical (i.e., one intrinsic, the other authoritarian) classroom management styles, yet substantial negative student classroom…
Full Text Available Classroom management is a critical competency area for all teachers because classroom management skills are directly relatedto pupil achievement. In the present study, the four-category (authoritarian, authoritative, laissez-faire, indifferentclassification of Kris (1997a is used. Pupil control ideologies, conceptualized by Willover, Eidell and Hoy (1967, were developedto define teachers’ views about pupil control. Pupil control ideologies conceptualized as two poles ranging from custodialcontrol ideology to humanistic control ideology. The purpose of the present study is to determine the correlation betweenprimary school teachers’ views about pupil control ideologies and classroom management styles. The survey model studyattempts to answer the research questions. 200 primary school teachers from Kütahya province are included in the sample ofthe research. The data is collected using “Classroom Management Profile Scale” and the “Pupil Control Ideology Scale”.Descriptive statistics and Pearson correlation analysis were used in data analysis. According to the findings obtained from thestudy, primary school teachers mostly presented authoritarian classroom management style, which was respectively followedby authoritative classroom management style, laissez-faire classroom management style and indifferent classroommanagement style. The findings of the study show that primary school teachers are closer to custodial control ideology. Acustodial control ideology has certain qualities such as strict control, enforcement of orders, one way downwardcommunication, and distrust towards pupils, cruel punishments and taking undisciplined behavior as personal offences. There isa moderate, positive and significant correlation between the participants’ views about custodial control ideologies andauthoritarian classroom management styles. It could be said from the findings of the study that the more the custodial controlideology of the participants
Elevating academic achievement and meeting the mandates of NCLB and state standards has continued to be critical challenges to educational leaders and teachers in our nation's schools ("U.S. Department of Education", 2002; "Georgia Department of Education", 2006). Classroom management and behavior problems are serious concern.…
Zijlstra, H.; Wubbels, T.; Brekelmans, M.; Koomen, H.M.Y.
This study analyzed children's generalized perceptions of teacher interpersonal behavior in terms of two dimensions, control and affiliation, referring to the degree of teacher leadership/management and teacher friendliness/cooperation in the classroom, respectively. An adapted version of the Questi
Gaastra, Geraldina F; Groen, Yvonne; Tucha, Lara; Tucha, Oliver
Children with attention-deficit/hyperactivity disorder (ADHD) often exhibit problem behavior in class, which teachers often struggle to manage due to a lack of knowledge and skills to use classroom management strategies. The aim of this meta-analytic review was to determine the effectiveness of seve
Young, K. Richard; West, Richard P.; Li, Li; Peterson, Lloyd
Describes a curriculum for self-management which is based on self-monitoring, self-evaluation, and positive reinforcement. Discusses how the classroom teacher administers reinforcement for appropriate classroom behavior and teaches the correct use of self-monitoring and self-evaluation procedures. Focuses on self-managing behavior and academic…
This study attempts to examine students' views on the effectiveness of classroom management techniques used by faculty members. By examining their views, some insights may be gained as to the kinds of management techniques that a faculty member might adopt in order to promote better teaching and learning environment. Effective classroom management…
Hildenbrand, Susan M.; Arndt, Katrina
This qualitative study of four student teachers completing certification in elementary and special education investigated the classroom management practices of the student teachers. This is an important area of study because management practices are essential for an effective classroom, and student teachers often lack confidence and skill in the…
Dikmenli, Yurdal; Çifçi, Taner
This study scrutinizes geography teachers' attitude and belief levels regarding classroom management. As a matter of fact, classroom management is one of the prominent areas emphasized by all educators. Descriptive correlational survey model was used in the study. Study group includes 58 geography teachers working in Sivas province during the…
Ersozlu, Alpay; Cayci, Dilara
The aim of this study is to examine the views of experienced teachers related to the changes in their understanding of classroom management in general terms until today. In this study according to the information given by teachers, it is expected to contribute to the discussions about the development of classroom management, which is a key to…
Akdag, Zeynep; Haser, Çigdem
This paper reports an analysis of the classroom management concerns of pre-service early childhood education (ECE) teachers prior to beginning their career and further examines the difficulties they experienced in classroom management in their first year of teaching and their coping strategies. Sixteen pre-service ECE teachers enrolled in the same…
Balli, Sandra J.
This study focused on past excellent teachers' classroom management strategies from the perspective of 148 pre-service teachers. The purpose of the study was to examine how pre-service teachers' memories reflect classroom management models that are typically taught in teacher education coursework prior to their study of those models, as well as to…
Belvel, Patricia Sequeira; Jordan, Maya Marcia
This book illustrates an approach to achieving a positive, harmonious classroom environment which enables educators to evolve effectively from managers to leaders by rethinking their roles as teachers, discussing how to create classrooms where students are more self-managing and demonstrate mutual respect, self-esteem, and responsibility. Key…
Horwitz, Elaine K.
This article describes the classroom management component of the Professional Development of Japanese Teachers of Texas (PDJT), a certification program for teachers of Japanese. In addition, it offers suggestions in classroom management for teachers of Japanese and other foreign languages as well as guidance for teacher trainers to help new…
Carlson, John S.; Tiret, Holly B.; Bender, Stacy L.; Benson, Laurie
This study examined changes in preschool teachers' perceptions of classroom management strategies following group training in the recently revised Incredible Years Teacher Classroom Management Program (C. Webster-Stratton, 2006). The authors used a pre/post follow-up design across 2 groups that each met for 8 sessions over an 8-10-week period for…
Marlowe, M; Cossairt, A; Moon, C; Errera, J; MacNeel, A; Peak, R; Ray, J; Schroeder, C
This study investigated the relationships of metal levels and metal combinations to children's classroom behavior. Hair-metal concentrations of lead, arsenic, mercury, cadmium, and aluminum were determined in 80 randomly selected elementary-age children, who were also rated by their classroom teacher on the Walker Problem Behavior Identification Checklist (WPBIC). Parents were interviewed to control for confounding variables that may have affected behavioral development. Regression analysis indicated that the set of metals was significantly related to increased scores on four of the five WPBIC subscales and on the total scale, with lead being a major contributor to four of the six dependent measures. Metal combinations were significantly related to increased scores on the WPBIC subscales measuring acting-out, disturbed peer relations, and immaturity, and on the total scale. A continuing reexamination of metal poisoning concentrations is needed because metal levels and metal combinations previously thought harmless may be associated with nonadaptive classroom behavior.
Feldmann, Shirley C.; And Others
This study examined the effects of five variables--student grouping at the computer, keyboarding status, academic discipline, student gender, and gender of partner--on student social behavior, both verbal and affective, in microcomputer classrooms in a public business high school. The effect of these variables on teacher behavior was also…
Brooks, Douglas M.; Rogers, Constance J.
Examines the relationship between teacher attitudes toward students and visual attending behavior in the classroom. Thirty-two students were identified in four categories, subsequently labeled accepted, indifferent, concerned and rejected. Results indicated significant differences in visual attending behavior and a two-way interaction with pupil…
Donaldson, Jeanne M.; Vollmer, Timothy R.; Krous, Tangala; Downs, Susan; Berard, Kerri P.
The good behavior game (GBG) is a classwide group contingency that involves dividing the class into two teams, creating simple rules, and arranging contingencies for breaking or following those rules. Five kindergarten teachers and classrooms participated in this evaluation of the GBG. Disruptive behavior markedly decreased in all five classrooms…
Hochweber, Jan; Hosenfeld, Ingmar; Klieme, Eckhard
The present study examined the extent to which the relationships between student self-reported math grades and different types of student variables (standardized math test scores, interest and effort in math, parental education) are predicted by classroom composition and teachers' classroom management. Based on a representative sample of 31,038…
This article concerns issues of classroom management in heterogeneous classrooms. Although research in the field of learning styles has yielded mixed results, there is a call for information about how they could be used to individualize instruction, especially in primary schools. This article is part of an ethnographic study aiming to examine…
Tobin, Catherine E.; Simpson, Richard
Behavior management remains one of the most significant challenges faced by classroom personnel. One relatively novel and promising management approach involves the use of "Consequence Maps". In this article we discuss the use of this method, including its application and evaluation. A case study of a six-year-old boy in a self-contained special…
E.G. Balcik; S. Gulec
The present study aims to determine how often elementary school teachers encounter undesirable behaviors in the classroom and what their thoughts regarding possible reasons of these behaviors are. The teachers’ opininon about the prevalence of these behaviors and their possible reasons were evaluated according to gender, marital status, level of class being taught, size of class being taught and it was tried to be determined if there were significant differences between variables. The measure...
The purpose of this study is to identify the factors that impact the classroom management rating score of teachers at Concept Schools managed charter schools. Concept Schools, a non-profit management and consulting organization that manages charter schools in the Midwest, has adapted Charlotte Danielson's rubrics for "Enhancing Professional…
Time Management Addressing and Assessing Classroom Participation Problems Cary A. Balser Abstract While research shows that technology in...the classroom has costs, in econometrics (as in other technical courses) computer use is very nearly a necessary condition. Therefore, I used a...concepts but that effect on long term retention are unclear and require more research. Finally, this work demonstrates the usefulness of
Prince, Courtney Dionne
This study of four preservice teachers was designed to answer the question of what preservice teachers describe as their views and experiences with classroom management during the student teaching experience. This is a question of importance to educators as successful learning in the classroom will not take place if a teacher is unable to utilize…
Pricer, Wayne F.
In the wake of the horrific shootings at Virginia Tech and Northern Illinois University, many colleges and universities have begun to reexamine and reevaluate classroom management strategies and practices. Several institutions have taken additional steps to try to deal with the issue of physical safety in the classroom. This article presents an…
The author delved into the results of a flipped classroom pilot conducted for an operations management course module. It assessed students' perception of a flipped learning environment after making them experience it in real time. The classroom environment was construed using a case research approach and students' perceptions were studied using…
Wolcott, Catherine Sanger; Williford, Amanda P.
The present study investigated teachers' and teacher aides' (TAs) agreement in their ratings of preschoolers' externalizing behavior and their associations with observed classroom behavior for a sample of children at risk of developing a disruptive behavior disorder. One hundred twenty-two teachers rated 360 students' externalizing behavior in the…
Baba, Chiharu; Tanaka-Matsumi, Junko
Nondisruptive problem behaviors exist to a large extent in group-oriented Japanese regular classrooms. However, many children remain untreated. We implemented an antecedent-based functional behavioral assessment (FBA) and developed a behavioral support program for a first-grade boy who exhibited inattentive behavior in a Japanese regular…
Sentse, Miranda; Veenstra, Rene; Kiuru, Noona; Salmivalli, Christina
This three-wave longitudinal study was set out to examine the interplay between individual characteristics (social standing in the classroom) and descriptive and injunctive classroom norms (behavior and attitudes, respectively) in explaining subsequent bullying behavior, defined as initiating, assis
Reynolds, Brooke M.; Gast, David L.; Luscre, Deanna
The effectiveness of a self-management intervention on social interaction behaviors was evaluated for students with disabilities and social deficits. Four students enrolled in a general education kindergarten classroom were taught to self-monitor social initiations during nonstructured social time via a digital wrist counter. The number of social…
Tertemiz, Nese; Okut, Levent
The beliefs held by preservice teachers will affect their classroom perceptions and behaviors. Therefore, understanding these beliefs is necessary to better understand preservice teachers, manage educational reforms successfully, and improving their teaching practice. From another perspective, understanding the belief structures of preservice…
Today's teachers face more challenges than ever before in managing student behavior in the classroom. New teachers often find themselves underprepared for the realities of hard-to-engage students and increased class size. Rich Korb brings extensive teaching and administrative experience to his collection of strategies designed to keep you and your…
The article discusses types of teratogenic agents, (behavioral defects caused by toxic agents) behavioral targets, organismic vulnerability during growth spurts, teratogenic "routing" (path to the brain), exposure, and duration of effects. Lead is used as a paradigm of chemical neurotoxins known to affect cognitive and noncognitive behaviors of…
Jones, F H; Fremouw, W; Carples, S
Three regular elementary teachers were trained in the use of a classroom management "skill package". Subsequently, each of these three teachers (tier 1 of training) trained three more teachers to use the same skill package (tier 2 of training). Direct behavioral measures of student disruptiveness were taken in the three tier-1 classrooms and four tier-2 classrooms, and permanent product measures of student productivity in arithmetic were taken in the three tier-1 classrooms. Results indicated that student disruptiveness decreased at least as much in the tier-2 classrooms as in the tier-1 classrooms. Data also indicated that serving as trainers benefited two of the tier-1 teachers who profited least from the original training by producing further reductions in disruptiveness in their respective classrooms. Productivity data suggested that use of the "skill package" increased classroom academic output, especially for those students below the median in productivity during baseline. The investigators' time investment in training a tier-2 teacher was one-fourth that of training a tier-1 teacher.
A recent survey examining student learning in the college classroom found disruptive student behavior to be a major learning inhibitor. Compounding this is the realization that most college faculty are ill prepared to handle this problem. This article discusses the results of the survey as well as identifies the various types of disruptive…
Shinoda, Kevin Seiji
This paper presents research on the influence of divorce on the classroom behavior of school-aged children. It attempts to uncover some contributing factors that may play a role in how a child deals with divorce. It explores the role of the teacher and school in the intervention and discusses what teachers have observed in working with children of…
@@ Classroom instructions Task 1 In teaching English to beginning children,would you insist on yourself using more English in the classroom or do you prefer to use more Chinese to begin with?Why and Why not?Please give your reasons in the space below and then compare and discuss them with another teacher.
Classroom instructions Task 1 In teaching English to beginning children,would you insist on yourself using more Eng-lish in the classroom or do you prefer to usemore Chinese to begin with?Why and Whynot?Please give your reasons in the space be-low and then compare and discuss them with
Alstot, Andrew E.; Alstot, Crystal D.
Appropriate student behavior is essential for the success of a physical education lesson. Despite using effective proactive management strategies, teachers may need to also use reactive techniques to reduce problem behaviors by applying suitable consequences. For these consequences to be effective, they must be aligned with the function, or cause,…
Goss, Sandra Schweighart; Ingersoll, Gary M.
In this collection of annotated references on the subject of classroom management, preference was given to primary research studies or articles about such research, and, with the exception of a few fundamental articles, is limited to studies published in the last decade. Classroom management is defined as the maintenance of on-task behavior or the…
Classroom management is the orchestration of classroom life:planning curriculum,organizing procedures and rcsources,arranging the environment to maximize efficiency,monitoring progress,dealing with existent problems.Successful clasgroonl management looked like magic shows because students in these classrooms seem to glide from one activity to the next.Successful classroom management contributes to students' good achievement.Effective classroom management is one of the key elements of importance for efficient school education.However,almost all English teachers face a same problem-classroom management.In this paper,some typical problems and effective solutions in classroom management will be described.defined,or characterized.
Burke, Raymond V.; Oats, Robert G.; Ringle, Jay L.; Fichtner, Leah O'Neill; DelGaudio, Mary Beth
Students with persistent disruptive behavior problems lose valuable time in academic lessons, are a distraction for classmates, and cause stress for teachers. Recent meta-analyses indicate that 87% to 92% of published studies on school-based interventions targeting student problem behaviors report results from demonstration projects (involving…
Drawing upon a review of relevant literature, this paper provides an overview of the treatment of classroom management in teacher education and teaching around the world. Six approaches to classroom management are distinguished: classroom management approaches that focus on external control of behaviour, on internal control, on classroom ecology,…
Full Text Available Computer-assisted language learning (CALL is the realization of computers in schools and universities which has potentially enhanced the language learning experience inside the classrooms. The integration of the technologies into the classroom demands that the teachers adopt a number of classroom management procedures to maintain a more learner-centered and conducive language learning environment. The current study explored the relationship between computer attitudes and behavior and instructional classroom management approaches implemented by English institute teachers. In so doing, a total of 105 male (n = 27 and female (n = 78 EFL teachers participated in this study. A computer attitude questionnaire adapted from Albirini (2006 and a Behavior and Instructional Management Scale (BIMS adopted from Martin and Sass (2010 were benefitted from for the purpose of collecting the data. The results of the Pearson Correlation Coefficient revealed that there were no significant relationships between attitude and behavior and instructional management across gender. However, it was found that the more male teachers experience tendency toward using computers in their classes, the more teacher-centered their classes become. In addition, the more female teachers are prone to use computers in their classes, the more student-centered and lenient their classes become.
H. Hüseyin TAŞAR
Full Text Available Aim of this research is to determine the primary school teachers’ perceptions on effective classroom management based on school administrators, teachers, students, school programs and education, classroom culture and environment, classroom environment, and parents variables. This research also focuses to identify whether teachers' perceptions of effective classroom management differs significantly or not by means of socio-economic environment of the school location. Research population includes 1616 teachers, working on 42 different primary school in Adıyaman province who have worked in the 2008-2009 academic year. Due to limited economic opportunities, research have been performed on a sample selected from the universe. Stratified sampling technique is applied in research, with analysis of data collected from 121 teachers have been realized. The scale has been used as a data collection tool. For analysis the data the arithmetic mean, standard deviation, percentage and t-test have been used. As a conclusion, it was found that teachers' effective classroom management perceptions were the highest levels of school administrators, classroom culture and environment, curriculum and training faculty, students, teachers and classroom environment, and parents in size occurred. According to the socio-economic variables of teacher perceptions in all dimensions, significant differences were found in favor of upper socio-economic environment.
Hartman, Kelsey; Gresham, Frank
Disruptive behavior in the classroom negatively affects all students' academic engagement, achievement, and behavior. Group contingencies have been proven effective in reducing disruptive behavior as part of behavior interventions in the classroom. The Good Behavior Game is a Tier 1 classwide intervention that utilizes an interdependent group…
Full Text Available As a factor contributing to a successful teaching career, classroom management can be affected by many latent and explicit variables. In this mixed method study, the researchers sought to scrutinize the possible connections among EFL teachers' classroom management approaches at two dimensions of behavior management and instructional management and the dominant teaching style. To this end, the researchers administered the Behavior and Instructional Management Scale (BIMS by Martin and Sass (2010 and the Teaching Style Inventory (TSI by Grasha (1996 to 103 randomly selected EFL teachers working at private language learning centers. Following the quantitative phase of the study, semi- structured interview sessions were held to gain more in-depth understanding of the research problems. Descriptive statistics, Pearson moment correlational analyses, regression analyses and theme analyses were implemented to analyze the data. The results of the study showed that Iranian EFL teachers followed interventionist or controlling classroom management approaches (at both dimensions of behavior and instructional management and predominantly use the formal authority teaching style. Moreover, their teaching style(s significantly correlated with both behavior management and instructional management. The findings of this study have important implications for practicing teachers, teachers in training and teacher trainers. Practicing teachers need to examine their own classroom management approaches and teaching styles to see whether these practices are conducive to successful language learning.
Kimmel, Allan J.
Describes five in-class exercises for use in consumer behavior classes that encourage student involvement in group and class discussions, promote student interest in course material, and stimulate critical thinking. Explains that the exercises can be adapted for other related courses and are equally successful with students of varying abilities.…
(The paper reports on implications of classroom research for class management techniques especially in classes in which handicapped students are mainstreamed. Findings demonstrating a conflict between giving attention to individual children and keeping general engagement high are identified. Recommended room management (RM) procedures are reported…
Discusses communication obstacles music educators encounter and considers constructivist listening as a means for music educators to assist one another with discipline and management issues. Describes activities for use in a seminar entitled "Real Life in the Music Classroom: Creating Positive Discipline and Management." (CMK)
Shin, Huiyoung; Ryan, Allison M.
This research investigated how the level of disruptive behavior and friend influence on disruptive behavior varies across classrooms in relation to teacher emotional support. Data were collected from 48 fifth- and sixth-grade classrooms (N = 879 students) and included classroom observations at Wave 1 and student reports of their disruptive…
Morris-Rothschild, Britta K.; Brassard, Marla R.
Constructive conflict management strategies are important in maintaining a positive classroom environment yet little is known about interpersonal or school variables associated with teachers' use of such strategies with students. Teachers high in self-reported classroom management efficacy (CMEFF) and security of attachment (low on avoidance,…
Rosa María RODRÍGUEZ IZQUIERDO
Full Text Available Teaching is a cultural process. Actions that take place in this process are influenced by some cultural assumptions which shape pre-defined objectives and affect content, educational treatment, assessments, and relationships among participants. It is, therefore, of utmost importance not only to make explicit the cultural reality of education, but also to think critically about it. In this paper, we focus on the issue of teaching and learning in the context of cultural diversity from a socio-cultural and socio-political theoretical framework. The keywords «classroom management» it generates over 6.5 million hits in google.com. However, when we type «managing diverse classrooms», there are only 200,000 hits. This divergence indicates that classroom management is a widely explored topic, while work about how to manage a cultural diverse classroom is still limited. The aim of this paper is to provide a framework for teachers to use and improve their cultural knowledge to manage classrooms more effectively. This article argues that growth in cultural awareness of the teaching process improves the quality of teaching and, therefore, students’ learning.
Kamarulzaman, Wirawani binti; Zhi Siew, Pang
Classroom management is a skill that every teacher should be equipped well with. Although it is common for children to misbehave once in a while in classrooms, inability for teachers to handle the situation will make the problem behaviour worsen. The study explores some of the problem behaviour that occurred in a classroom in a preschool at Klang…
Nadine A. Joseph
Extrinsic rewards refer to gifts used as a form of motivation for students’ to attain an academic goal, or given when that particular goal is reached. Though the use of extrinsic rewards have been proven to have some impact on’ behavior change, such as academic performance, the absence of rewards can cause students’ to revert to the initial unwanted behavior. Consequently, the curricula focus in the Adventist classroom should address the deeper issues that affect behavior and implement the us...
Williams, Kashunda L.; Noell, George H.; Jones, Beth A.; Gansle, Kristin A.
This study examined the effects of e-mailed daily behavior report cards (DBRC) on students' disruptive classroom behaviors. Additionally, teacher acceptability of e-mailed DBRC as an intervention was assessed. Participants included 46 elementary students (37 males and 9 females), that were assigned to one of three conditions; delayed treatment…
Marquez, Brion; Vincent, Claudia; Marquez, Jessie; Pennefather, Jordan; Smolkowski, Keith; Sprague, Jeffrey
Classroom management remains a challenge for many teachers. The approach and delivery of professional development (PD) in classroom management may determine how well teachers are able to apply evidence-based approaches in their classrooms. We use existing literature to identify the key features that make in-service PD effective and present them as…
Steffensky, Mirjam; Gold, Bernadette; Holdynski, Manfred; Möller, Kornelia
The present study investigates the internal structure of professional vision of in-service teachers and student teachers with respect to classroom management and learning support in primary science lessons. Classroom management (including monitoring, managing momentum, and rules and routines) and learning support (including cognitive activation…
Organizing pair work,group work and individual work Task 1 Work in groups and discuss the forms of organization you often use with classroom ac-tivities.Do you use pair work and group work a lot?Why and why not?When do you use pair work or group work?When do
Displaying children’s work on the wall You can keep a place on the classroom wall to display pupils’ work.Make sure that you change the display frequently so that every body can have a chance to have their work displayed as long as they try hard.This will be a good resource for children to learn
Parsonson, Barry S.
This paper reviews a range of evidence-based strategies for application by teachers to reduce disruptive and challenging behaviours in their classrooms. These include a number of antecedent strategies intended to help minimise the emergence of problematic behaviours and a range of those which provide positive consequences for appropriate student…
Middle school students experience substantial changes in their emotion and cognition while they grow. They have mixed feelings, which may negatively affect their motivation, self-esteem, and academic success due to different classroom management strategies of their teachers. There is available research about motivation of middle school students…
McNaughton-Cassill, Mary E.
Rising rates of incivility in the college classroom can generate stress for both faculty and students. However, incivility can take multiple forms, have different causes and require different management techniques. In some cases disruptive behavior is the result of student faculty interactions, and can be ameliorated by improved communication or…
@@ Organizing pair work,group work and individual work Task 1 Work in groups and discuss the forms of organization you often use with classroom activities.Do you use pair work and group work a lot?Why and why not?When do you use pair work or group work?When do you use individual work?When do you use whole class work?Give a few examples.
Briesch, Amy M.; Briesch, Jacquelyn M.; Chafouleas, Sandra M.
Although teachers are often asked to implement classroom interventions to address student behavior, little is known about their perceived usability of many evidence-based strategies. One thousand five elementary schoolteachers completed the Usage Rating Profile-Intervention-Revised (URP-IR) with regard to the use of one of five evidence-based…
Diego Fernando Macías; Jesús Ariel Sánchez
This qualitative descriptive study aimed to ascertain the extent to which classroom management constituted a problem among pre-service foreign language teachers in a teacher education program at a public university in Colombia. The study also sought to identify classroom management challenges, the approaches to confronting them, and the alternatives for improving pre-service teachers’ classroom management skills. The results revealed that classroom management is a serious problem with challen...
Akin, Sibel; Yildirim, Ali; Goodwin, A. Lin
This study aims to explore Turkish elementary teachers' (1) perceptions of classroom management, (2) classroom management problems they experience, (3) factors causing these problems, and (4) their classroom management practices. The study employed phenomenological research design in the qualitative tradition. The participants included 15…
Marzano, Robert J.
This book analyzes research from more than 100 studies on classroom management to assess how classroom management affects student achievement, techniques that teachers find most effective, and how important schoolwide policies and practices are in setting the tone for individual classroom management. Findings are applied to a series of action…
Classroom management is perhaps one of the most difficult aspects of an elementary teacher's job. Most focus on discipline when they think about managing a classroom, but much more is involved. Without an effectively managed classroom, teachers face a loss of instructional time, and experience stress and feelings of inadequacy (Sayeski &…
Baker, Credence; Gentry, James; Larmer, William
Classroom management is a challenge for beginning teachers. To address this challenge, a model to provide support for beginning teachers was developed, consisting of a one-day workshop on classroom management, followed with online support extending over eight weeks. Specific classroom management strategies included (a) developing a foundation…
Lane, J; Muller, D
This research examined the impact of operant reinforcement of positive self-descriptive behavior on the self-concepts and classroom behavior of 60 fifth-grade students. Three groups of 10 male and 10 female low self-concept students wrote a series of eight essays describing their school performance. The first group (P) received written reinforcement for positive self-descriptions of their school performance. The second group (G) received an equal number of reinforcements for general statements. The third group (C) received no reinforcement for written statements. Three areas of self-concept were measured with the Primary Self-Concept Inventory: personal-self, social-self, and intellectual-self. A frequency count was also made of nine classroom behaviors thought to be influenced by self-concept. The P group displayed increases in the frequency of positive self-descriptive statement and in intellectual self-concept but no changes in personal self-concept, social self-concept, or the nine classroom behaviors. The G and C groups showed no change in self-description, self-concept, or the nine classroom behaviors.
Pounder, James S.
In a Hong Kong study, the author examined the effect on undergraduate business students of university business school instructors' exhibiting a transformational leadership style in the classroom. Transformational leadership is one of the central concepts in management, and research has indicated that a positive association exists between this…
Hill, Christy E.
This phenomenological study examined biblical concepts utilized by elementary Christian school teachers in classroom management in two Christian schools in Virginia. Items examined included which biblical components were being utilized and how teachers are utilizing them. Determining factors influencing the incorporation of biblical concepts in…
Minnear, Holly J.
This dissertation was designed to examine the impact of Conversation, Help, Activity, Movement, Participation, Success (CHAMPS), a classroom management program in elementary schools in a district in North Carolina. The participants included principals and teachers who attended a 2-day training course and implemented the CHAMPS program at their…
Oplatka, Izhar; Atias, Miri
The current study explored male and female principals' views of classroom and discipline management from a gender perspective. Based on semi-structured interviews with 16 primary school principals from Israel, the study points to gendered views of school discipline, in that certain perspectives to prevent or handle discipline problems in school…
Cohen, Elizabeth G.; Intili, Jo Ann
Applying industrial organizational theory to classroom management, the authors examined the organization of a complex bilingual curriculum for the effects of shared authority among students and teachers and the effects of shared decision-making among staff. Using a math-science curriculum called "Finding Out: Descubrimiento," the nine…
Marlow, Ruth; Hansford, Lorraine; Edwards, Vanessa; Ukoumunne, Obioha C; Norman, Shelley; Ingarfield, Sara; Sharkey, Siobhan; Logan, Stuart; Ford, Tamsin
Purpose: The purpose of this paper is to explore the feasibility of a classroom management course as a public health intervention. Improved socio-emotional skills may boost children's developmental and academic trajectory, while the costs of behaviour problems are enormous for schools with considerable impact on others' well-being.…
Sentürk, Ilknur; Oyman, Nidan
The purpose of this study is to determine teacher candidates' awareness of the concept of democracy, how they describe this concept, how their perceptions relate to the democratic classroom management process in the faculty of education, and their opinions about the qualifications of faculty members. This research is a descriptive study. This…
LiQinglan; WuJunyan; HouSongshan
Young learners (children from the first year of formal schooling, five or six years old to eleven or twelve years of age) English teaching program is very popular in many places of China, especially in urban areas. Although all the young learners English teachers may use different textbooks, they face a same problem -- classroom management. It is one of the
Motoca, Luci M.; Farmer, Thomas W.; Hamm, Jill V.; Byun, Soo-yong; Lee, David L.; Brooks, Debbie S.; Rucker, Nkecha; Moohr, Michele M.
Directed consultation is presented as a professional development framework to guide and support teachers in the implementation of evidence-based interventions that involve contextual and process-oriented approaches designed to be incorporated into daily classroom management. This approach consists of four components: pre-intervention observations…
Marcial, Dave E.
In a knowledge-driven enterprise, mobile learning introduces new ways for students to learn and educators to teach. This paper investigates the acceptability of a mobile classroom manager among teacher educators in Central Visayas, Philippines. Specifically, this paper presents findings from an empirical investigation on the level of perceived…
This chapter explores the use of social media in the higher education classroom highlighting potential issues for student-faculty boundary management and providing suggestions for praxis. Social media has captured the attention of educators and provides exciting new ways to engage students in course material. However, instructors and students…
Walker, Joan M. T.
Despite broad recognition that teaching excellence requires meeting students' intellectual and social needs, teachers struggle to manage--and learning theory struggles to explain--the interplay between the academic and social dimensions of classroom life. Drawing from research on parenting and child development, the author offers parenting style…
Dibapile, Waitshega Tefo Smitta
The purpose of this paper was to review the literature on teacher efficacy and classroom management. The conceptual framework of this paper was based on the theories of Rotter (1966) and Bandura (1977). The review of literature indicated that teacher efficacy helps teachers plan effective instructional strategies, increases performance, and…
LeGray, Matthew W.; Dufrene, Brad A.; Sterling-Turner, Heather; Olmi, D. Joe; Bellone, Katherine
This study provides a direct comparison of differential reinforcement of other behavior (DRO) and differential reinforcement of alternative behavior (DRA). Participants included three children in center-based classrooms referred for functional assessments due to disruptive classroom behavior. Functional assessments included interviews and brief…
Wright-Gallo, Glenna L.; Higbee, Thomas S.; Reagon, Kara A.; Davey, Bryan J.
We conducted functional analyses of disruptive behavior in a classroom setting for two students of typical intelligence with emotional/behavioral disorders (E/BD) using the classroom teacher to implement functional analysis conditions. The functional analyses suggested that both participants' disruptive behavior was maintained by escape from task…
This study examined the interrelationships among three major components of classroom teaching: subject matter content knowledge, classroom management, and instructional practices. The study involved two middle school science classes of different achievement levels taught by the same female teacher. The teacher held an undergraduate degree with a major in social studies and a minor in mathematics and science from an elementary teacher education program. The findings indicated that the teacher's limited knowledge of science content and her strict classroom order resulted in heavy dependence on the textbook and students' individual activities (e.g., seatwork) and avoidance of whole-class activities (e.g., discussion) similarly in both classes. Implications for educational practices and further research are discussed.
Anderson, Alida; Berry, Katherine
Teacher language and students' on-task behavior were examined in language arts lessons with and without classroom drama in two self-contained third grade classrooms for students with learning disabilities and attention deficit/hyperactivity disorder. Language arts lessons that integrated classroom drama were associated with significantly higher…
Just a few days before my career as a fledgling science teacher began in a large public high school in New York City, a mentor suggested I might get some ideas about how to run a classroom from a book called The First Days Of School by Harry Wong. Although the book seemed to concentrate more on elementary students, I found that many of the principles in the book worked well for high school students. Even as I have begun to teach at the university level, many of Wong’s themes have persisted in my teaching style. Wong’s central thesis is that for learning to occur, a teacher must create the proper environment. In education jargon, a good climate for learning is generated via classroom management, an array of methods used by elementary and secondary school teachers to provide structure and routine to a class period via a seamless flow of complementary activities. Many college professors would likely consider classroom management to be chiefly a set of rules to maintain discipline and order among an otherwise unruly herd of schoolchildren, and therefore not a useful concept for mature university students. However, classroom management is much deeper than mere rules for behavior; it is an approach to instructional design that considers the classroom experience holistically. A typical professorial management style is to lecture for an hour or so and ask students to demonstrate learning via examinations several times in a semester. In contrast, a good high school teacher will manage a class from bell-to-bell to create a natural order and flow to a given lesson. In this presentation, I will argue for an approach to college lesson design similar to the classroom management style commonly employed by high school and elementary school teachers. I will suggest some simple, practical techniques learned during my high school experience that work just as well in college: warm-up and practice problems, time management, group activities, bulletin boards, learning environment
Diego Fernando Macías
Full Text Available This qualitative descriptive study aimed to ascertain the extent to which classroom management constituted a problem among pre-service foreign language teachers in a teacher education program at a public university in Colombia. The study also sought to identify classroom management challenges, the approaches to confronting them, and the alternatives for improving pre-service teachers’ classroom management skills. The results revealed that classroom management is a serious problem with challenges ranging from inadequate classroom conditions to explicit acts of misbehavior. Establishing rules and reinforcing consequences for misbehavior were the main approaches to classroom management, although more contact with actual classrooms and learning from experienced others were alternatives for improving classroom management skills.
Full Text Available The advent of modern technologies has had a remarkable role in revolutionizing the classroom setting. It is, therefore, incumbent on teachers to utilize strategies for effective managing of the change. The aim of the present study was to find out English as a Foreign Language (EFL teachers’ beliefs regarding classroom management. In so doing, the relationship between EFL teachers’ demographic variables (age and years of teaching experience, computer attitude, and their classroom instructional and behavior management orientations was explored. The participants of the study comprised a total of 105 male and female EFL language school teachers in Iran. The data for the current study were collected through two questionnaires. The results of the multiple linear regression analyses revealed that the independent variables of participants’ computer attitude, age, and teaching experience are not suitable predictors of both behavioral and instructional management. The results also showed that as the age and teaching experience of the participants increased their attitudes towards computers became more negative
This practicum was designed to address attention deficit and hyperactive behaviors (ADDH) in the elementary classroom setting. The primary goal was to provide teachers with an effective intervention technique which requires little time and addresses the ADDH syndrome. A second aim was to increase teachers' understanding of the ADDH syndrome and…
König, Johannes; Kramer, Charlotte
Due to the need for measurement instruments that allow an investigation of teachers' situational cognition and thus go beyond the limited scope of classical paper-and-pencil-tests, we ask how a specific video-based measurement of teachers' classroom management expertise can provide additional information when compared with an established…
The first aim of this study is to provide general information about the classroom management profiles, and the second aim is to assess teachers’ classroom management profiles in the first-level elementary education with respect to different variables. In the study, authoritarian, authoritative, laissez-faire and indifferent classroom management profiles are investigated. The study population consisted of 234 first- level elementary education teachers. The reliability analysis of the Classroom...
Today's competitive environment in post-secondary education requires universities to demonstrate the quality of their programs in order to attract financing, and student and academic talent. Despite significant efforts devoted to improving the quality of higher education, systematic, continuous performance measurement and management still have not reached the level where educational outputs and outcomes are actually produced---the classroom. An engineering classroom is a complex environment in which educational inputs are transformed by educational processes into educational outputs and outcomes. By treating a classroom as a system, one can apply tools such as Structural Equation Modeling, Statistical Process Control, and System Dynamics in order to discover cause-and-effect relationships among the classroom variables, control the classroom processes, and evaluate the effect of changes to the course organization, content, and delivery, on educational processes and outcomes. Quality improvement is best achieved through the continuous, systematic application of efforts and resources. Improving classroom processes and outcomes is an iterative process that starts with identifying opportunities for improvement, designing the action plan, implementing the changes, and evaluating their effects. Once the desired objectives are achieved, the quality improvement cycle may start again. The goal of this research was to improve the educational processes and outcomes in an undergraduate engineering management course taught at the University of Alberta. The author was involved with the course, first, as a teaching assistant, and, then, as a primary instructor. The data collected from the course over four years were used to create, first, a static and, then, a dynamic model of a classroom system. By using model output and qualitative feedback from students, changes to the course organization and content were introduced. These changes led to a lower perceived course workload and
Baxter, Pamela E; Boblin, Sheryl L
Unethical behavior in both classroom and clinical settings is a concern for nurse educators and has the potential to greatly influence the quality of patient care. A review of the literature suggests that students may view unethical clinical behaviors as different from unethical classroom behaviors because they recognize that clinical behaviors may have a direct effect on patient care. An overview of three moral theories, proposed by Kohlberg, Gilligan, and Rest, provides insight into the reasons for unethical behavior. These theories provide the foundation for strategies nurse educators can use to help reduce unethical behavior in both classroom and clinical settings in an attempt to ensure quality patient care.
McCorvey, Zamecia J.
There is a need to address behavior discipline problems in special and general education setting classrooms. Disruptive behaviors are a major concern as they create excessive stress and demands for classroom teachers and school administrators to address them. Effective interventions are needed to properly address them. Moreover, classroom…
Desbien, Dwain Michael
A classroom management technique called modeling discourse management was developed to enhance the modeling theory of physics. Modeling discourse management is a student-centered management that focuses on the epistemology of science. Modeling discourse is social constructivist in nature and was designed to encourage students to present classroom material to each other. In modeling discourse management, the instructor's primary role is of questioner rather than provider of knowledge. Literature is presented that helps validate the components of modeling discourse. Modeling discourse management was compared to other classroom management styles using multiple measures. Both regular and honors university physics classes were investigated. This style of management was found to enhance student understanding of forces, problem-solving skills, and student views of science compared to traditional classroom management styles for both honors and regular students. Compared to other reformed physics classrooms, modeling discourse classes performed as well or better on student understanding of forces. Outside evaluators viewed modeling discourse classes to be reformed, and it was determined that modeling discourse could be effectively disseminated.
Abu-Tineh, Abdullah M.; Khasawneh, Samar A.; Khalaileh, Huda A.
Two main purposes guided this study. The first was to identify the degree to which Jordanian teachers practise classroom management styles in their classrooms and their level of teacher self-efficacy. The second purpose was to explore the relationships between classroom management styles and teacher self-efficacy. This study is quantitative in…
Moskowitz, Joel M.; And Others
Effective Classroom Management II-Elementary (ECM), an in-service teacher training course, was evaluated. Grade 5 teachers were taught techniques in communication, classroom management, and self-esteem enhancement. The goals were to make classroom environments more responsive to students' affective and cognitive needs, thereby fostering positive…
Reinke, Wendy M; Herman, Keith C; Stormont, Melissa; Newcomer, Lori; David, Kimberly
Many school-based interventions to promote student mental health rely on teachers as implementers. Thus, understanding the interplay between the multiple domains of fidelity to the intervention and intervention support systems such as coaching and teacher implementation of new skills is an important aspect of implementation science. This study describes a systematic process for assessing multiple domains of fidelity. Data from a larger efficacy trial of the Incredible Years Teacher Classroom Management (IY TCM) program are utilized. Data on fidelity to the IY TCM workshop training sessions and onsite weekly coaching indicate that workshop leaders and the IY TCM coach implemented the training and coaching model with adequate adherence. Further, workshop leaders' ratings of engagement were associated with teacher implementation of specific praise, following training on this content. Lastly, the IY TCM coach differentiation of teacher exposure to coaching was evaluated and found to be associated with teacher implementation of classroom management practices and student disruptive behavior.
Larson, Kristine E.
The purpose of this paper was to review the literature in terms of professional development activities that researchers have enlisted to reduce student problem behaviors and improve classroom management competencies among teachers who work in urban environments serving predominately African American students. First, the author conducted a…
Orme, Michael E. J.; Purnell, Richard F.
Three hypotheses were tested in this 6-week study: a) training in systematic application of strategies designed to reinforce desirable pupil behavior would enable the teacher to develop and maintain classroom control and increase pupil learning; b) desirable pupil behavior thus produced could be transferred from one classroom to another in which…
Bidell, Markus P.; Deacon, Robert E.
Students exhibiting emotional and behavioral problems in the classroom can significantly impact the learning environment and often are referred to school counselors. The purpose of this study was to evaluate the relationship between high school students' self-concept and disruptive classroom behaviors (DCB). High school students (N = 92)…
Ana Lúcia Pereira Baccon,
Full Text Available This paper analyzes and interprets the action of high school Physics teachers in the classroom. Based on the definitions given by Gauthier (1998 and Tardif (2002, we elaborated reports about action of teachers, seeking to describe how they performed class and content management in their classes. Each report was constructed from interviews and recordings of classes of three Physics teachers from public schools in Londrina, Paraná, Brazil. The reports were later interpreted through an analysis tool that considers the management of the subject and management of the class as a managing relation with wisdom (CHARLOT, 2000 in a didactic system (CHEVALLARD, 2005. As a result, we point out that the management styles of the three teachers, whose classes were analyzed in this paper, correspond approximately to three management styles: focused on the content of the subject (gS, focused on the teaching practiced by the teacher (gP or focused on students’ learning (gE. Thus, teachers may have three different general types of classroom management.
Reinke, Wendy M.; Herman, Keith C.; Sprick, Randy
Highly accessible and user-friendly, this book focuses on helping K-12 teachers increase their use of classroom management strategies that work. It addresses motivational aspects of teacher consultation that are essential, yet often overlooked. The Classroom Check-Up is a step-by-step model for assessing teachers' organizational, instructional,…
Discipline in the classroom has been a concern of educators and the general public for years. Numerous programs have been developed to help the classroom teacher with his/her classroom Management. These programs present skills that when properly applied could help to reduce the problems of classroom discipline. One program in particular, the Classroom Management Training Program (CMTP), has stated that the skills of positive instruction and positive discipline will hel...
Debora Tri Ragawanti
Classroom management is commonly believed to be the key to the success of an instruction. Many student teachers, however, might find it very challenging to handle their classrooms. It is, therefore, necessary to advance their professional practice in the context of a real classroom such as through teaching practicum and reflective practice. This study is aimed at identifying classroom management problems of student-teachers as revealed in their reflective journal entries and to demonstrate ho...
Kazdin, A E
The influence of behavior that immediately precedes a reinforced target response on the effectiveness of a reinforcement contingency was examined in two experiments with mentally retarded children in a special-education classroom. Two reinforcement schedules were examined in each experiment. For each schedule, a prespecified period of attentive behavior served as the target response. The schedules differed in whether inattentive or attentive behavior was required immediately to precede the target response. These schedules were examined with one child in a simultaneous treatment design using praise as the reinforcer (Experiment I), and with two children in separate reversal designs using tokens as the reinforcer (Experiment II). While attentive behavior increased under each schedule, the increase was greater when attentive rather than inattentive behavior preceded the reinforced response. The results indicated that the effect of a contingency may be determined not only by the specific response reinforced but also by the behavior that immediately precedes that response.
Purcell, Margaret A.
In summer 2011, a course titled "Nonprofit Management" was offered as an undergraduate, junior-level course for nontraditional, adult, distance students at the University of Alabama (UA) who were enrolled in the New College LifeTrack (NCLT) program. This article discusses how the course was centered around a service-learning experience…
Full Text Available Behavioural teaching programmes that had long been used in Turkey began changing in 2005. In a significant development, new programmes based on constructivism have come to the fore. The adaptation of teachers in this transitional process and their internalization of this new approach have been of utmost importance for the success of the programme. Difficulties faced by experienced primary school teachers in particular have become a serious matter that should be qualitatively addressed. This study aimed to reveal the views of experienced primary school teachers (175 about constructive classroom management. Interviews were employed to do so. The study revealed that a large majority of the interviewed teachers considered themselves to be successful at classroom management (thanks to factors like experience, close contact with students, their affection for students, etc., while almost half of the teachers thought that classroom management had been much easier in pre-2005 teaching programmes. The results also exposed disturbing behaviours, among them students fighting, the use of improper language, disrupting in-class teaching processes and irrelevant talking among students. The coping techniques adopted for these behaviours were warnings, punishment and more enjoyable teaching that incorporated a range of different activities.
The impact of the Good Behavior Game, a universal classroom-based preventive intervention in first and second grades, on high-risk sexual behaviors and drug abuse and dependence disorders into young adulthood.
Kellam, Sheppard G; Wang, Wei; Mackenzie, Amelia C L; Brown, C Hendricks; Ompad, Danielle C; Or, Flora; Ialongo, Nicholas S; Poduska, Jeanne M; Windham, Amy
The Good Behavior Game (GBG), a method of teacher classroom behavior management, was tested in first- and second-grade classrooms in 19 Baltimore City Public Schools beginning in the 1985-1986 school year. The intervention was directed at the classroom as a whole to socialize children to the student role and reduce aggressive, disruptive behaviors, confirmed antecedents of a profile of externalizing problem outcomes. This article reports on the GBG impact on the courses and interrelationships among aggressive, disruptive behavior through middle school, risky sexual behaviors, and drug abuse and dependence disorders through ages 19-21. In five poor to lower-middle class, mainly African American urban areas, classrooms within matched schools were assigned randomly to either the GBG intervention or the control condition. Balanced assignment of children to classrooms was made, and teachers were randomly assigned to intervention or control. Analyses involved multilevel growth mixture modeling. By young adulthood, significant GBG impact was found in terms of reduced high-risk sexual behaviors and drug abuse and dependence disorders among males who in first grade and through middle school were more aggressive, disruptive. A replication with the next cohort of first-grade children with the same teachers occurred during the following school year, but with minimal teacher mentoring and monitoring. Findings were not significant but generally in the predicted direction. A universal classroom-based prevention intervention in first- and second-grade classrooms can reduce drug abuse and dependence disorders and risky sexual behaviors.
Conyers, Carole; Miltenberger, Raymond; Maki, Amber; Barenz, Rebecca; Jurgens, Mandy; Sailer, Angela; Haugen, Meredith; Kopp, Brandon
This study investigated the effectiveness of response cost and differential reinforcement of other behavior (DRO) in reducing the disruptive behaviors of 25 children in a preschool classroom. Using an alternating treatments design, disruptive behavior was reduced when the participants earned tokens for the absence of disruptive behavior (DRO) or…
A knowledgeable teacher may fail in teaching due to inability to work effectively with pupils. Thus, pupils may be entertaining each other during class time, talking aloud incessantly, walking around aimlessly in the classroom, and bothering others, among other annoyances. When supervising university student teachers in the public schools, the…
Workman, Edward A.; Williams, Robert L.
Reviews classroom behavior management studies to see if extrinsic rewards affect intrinsic reinforcement value of appropriate classroom behaviors. Conclusion indicates extrinsic rewards are useful. Teachers need not avoid the use of rewards in fear of undermining intrinsic interest. (LAB)
Wright-Gallo, G. L.; Higbee, Thomas S.; Reagon, K. A.; Davey, B. J.
We conducted functional analyses of disruptive behavior in a classroom setting for two students of typical intelligence with emotional/behavioral disorders (E/BD) using the classroom teacher to implement functional analysis conditions. The functional analyses suggested that both participants' disruptive behavior was maintained by escape from task demands and access to attention. Based on this information, we implemented a DRA procedure in which participants could request either escape or atte...
Conyers, Carole; Miltenberger, Raymond; Maki, Amber; Barenz, Rebecca; Jurgens, Mandy; Sailer, Angela; Haugen, Meredith; Kopp, Brandon
This study investigated the effectiveness of response cost and differential reinforcement of other behavior (DRO) in reducing the disruptive behaviors of 25 children in a preschool classroom. Using an alternating treatments design, disruptive behavior was reduced when the participants earned tokens for the absence of disruptive behavior (DRO) or lost tokens for the occurrence of disruptive behavior (response cost). Initially, DRO was more successful in reducing the number of disruptive behaviors; however, over time, response cost proved to be more effective.
Shook, Alison C.
Student behavior problems contribute to poor academic achievement and poor teacher retention. This study investigated preservice teachers' dispositions to implement positive and proactive strategies for managing behavior in the general education elementary urban classroom. The author interviewed 19 preservice teachers in a large urban school…
White, Richard; Algozzine, Bob; Audette, Robert; Marr, Mary Beth; Ellis, Edward D., Jr.
This article explains how to implement "unified discipline" as a school-wide approach to managing problem behavior, an approach designed to support educators in meeting the needs of students with emotional and behavioral problems in general education classrooms by establishing unified attitudes, expectations, correction procedures, and team roles.…
Fudge, Daniel L.; Skinner, Christopher H.; Williams, Jacqueline L.; Cowden, Dan; Clark, Janice; Bliss, Stacy L.
A single-case (B-C-B-C) experimental design was used to evaluate the effects of the Color Wheel classroom management system (CWS) on on-task (OT) behavior in an intact, general-education, 2nd-grade classroom during transitions. The CWS included three sets of rules, posted cues to indicate the rules students are expected to be following at that…
Braden, Stephen W.; Smith, Deborah N.
One of the biggest challenges facing college instructors in the 21st century is classroom misbehavior. The authors propose that how one handles classroom incivility is a matter of personality type. One of the authors is an extrovert; the other an introvert. The authors discuss personality theory, general classroom management, how to identify…
Alderman, M. Kay; MacDonald, Suzanne
Development of motivation and self-regulated learning skills can take classroom management beyond the role of maintaining order in the classroom to empower students and teachers for lifetime learning. The authors describe self-regulated learning, student strategies, and the classroom structure that supports motivation and self-regulation.
Ragawanti, Debora Tri
Classroom management is commonly believed to be the key to the success of an instruction. Many student teachers, however, might find it very challenging to handle their classrooms. It is, therefore, necessary to advance their professional practice in the context of a real classroom such as through teaching practicum and reflective practice. This…
Muratori, Pietro; Bertacchi, Iacopo; Giuli, Consuelo; Lombardi, Lavinia; Bonetti, Silvia; Nocentini, Annalaura; Manfredi, Azzurra; Polidori, Lisa; Ruglioni, Laura; Milone, Annarita; Lochman, John E
Children with high levels of aggressive behavior create a major management problem in school settings and interfere with the learning environment of their classmates. We report results from a group-randomized trial of a program aimed at preventing aggressive behaviors. The purpose of the current study, therefore, was to determine the extent to which an indicated prevention program, Coping Power Program, is capable of reducing behavioral problems and improving pro-social behavior when delivered as a universal classroom-based prevention intervention. Nine classes (five first grade and four second grade) were randomly assigned to intervention or control conditions. Findings showed a significant reduction in overall problematic behaviors and in inattention-hyperactivity problems for the intervention classes compared to the control classes. Students who received Coping Power Program intervention also showed more pro-social behaviors at postintervention. The implications of these findings for the implementation of strategies aimed at preventing aggressive behavior in school settings are discussed.
Sempowicz, Tracey; Hudson, Peter
A key concern for preservice teachers is classroom management, including student behaviour management, which also has been a factor associated with teachers leaving the profession within the first five years. This study investigates the mentoring practices used to guide the mentee's classroom management. Using multiple data sources (e.g., lesson…
Schultz, Virginia L.
As an elementary physical education specialist teaching 740 students in a diverse public school, the author is constantly looking for classroom management strategies that are age appropriate, build relationships, and allow students to take responsibility in solving their own problems beyond that of the author's basic behavior management plan.…
Broekhuizen, Martine L.; Mokrova, Irina L.; Burchinal, Margaret R.; Garrett-Peters, Patricia T.
Focusing on the continuity in the quality of classroom environments as children transition from preschool into elementary school, this study examined the associations between classroom quality in pre-kindergarten and kindergarten and children's social skills and behavior problems in kindergarten and
Witts, Benjamin N.; Arief, Icha; Hutter, Emily
Learning Skinner's (1957) verbal behavior taxonomy requires extensive study and practice. Thus, novel classroom exercises might serve this goal. The present manuscript describes a classroom exercise in which two students analyzed Lady Gaga's song "Applause" in terms of its metaphorical arrangements. Through the exercise, students…
Conroy, Maureen A.; Asmus, Jennifer M.; Boyd, Brian A.; Ladwig, Crystal N.; Sellers, Jennifer A.
This study examined relationships between antecedent classroom factors and the disruptive behaviors of five elementary-aged students with autism spectrum disorders (ASD). A descriptive analysis was conducted to determine the influence of four types of molar antecedent classroom factors (i.e., instructional setting, instructional activity,…
Zaghlawan, Hasan Y.; Ostrosky, Michaelene M.
The purpose of this descriptive study was to examine circle time activities in eight Head Start classrooms. A total of 7 h of observations occurred in eight classrooms. Songs and academic activities were the most frequently occurring activities. Challenging behavior during circle time also was examined. The three activities with the highest…
LeGray, Matthew W.; Dufrene, Brad A.; Mercer, Sterett; Olmi, D. Joe; Sterling, Heather
This study investigated the effectiveness of a differential reinforcement of alternative behavior procedure in decreasing disruptive behavior while simultaneously increasing the appropriate behavior of four children of typical development between the ages of 4 and 6 in center-based classrooms. We began with brief functional analyses for each…
Conyers, Carole; Miltenberger, Raymond; Maki, Amber; Barenz, Rebecca; Jurgens, Mandy; Sailer, Angela; Haugen, Meredith; Kopp, Brandon
This study investigated the effectiveness of response cost and differential reinforcement of other behavior (DRO) in reducing the disruptive behaviors of 25 children in a preschool classroom. Using an alternating treatments design, disruptive behavior was reduced when the participants earned tokens for the absence of disruptive behavior (DRO) or lost tokens for the occurrence of disruptive behavior (response cost). Initially, DRO was more successful in reducing the number of disruptive behavi...
Davis, Tonya N.; Dacus, Sharon; Bankhead, Jenna; Haupert, Megan; Fuentes, Lisa; Zoch, Tamara; Kang, Soyeon; Attai, Shanna; Lang, Russell
In this study we analyzed the effects of a self-monitoring and self-monitoring plus reinforcement intervention on classroom behavior. A typically-developing high school student demonstrating difficulty staying on-task during classroom instruction was observed in three classroom settings associated with high levels of off-task behavior. During…
Susi, Frank D.
This handbook serves as a practical guide and reference manual for teachers on maintaining classroom discipline. Divided into three parts, part 1: "Understanding Discipline in Art Classrooms", the nature and complexity of discipline problems is examined. In part 2: "Preventing Discipline Problems," suggestions are given for management practices…
Esteban, Angeles; Tabernero, Carmen
To assess the relationship between impulsiveness and deviant behavior among 103 adolescents, taking into account their sociodemographic characteristics, the Barratt Impulsiveness Scale and a self-assessment measure with regard to disruptive and deviant behaviors which had occurred in the last 90 days were used. The results show that impulsiveness and disruptive behavior in the classroom were related to deviant behavior outside of the classroom. Therefore, age and sex explained the relationship between impulsiveness and behavior. The older adolescents and the girls showed less disruptive behaviors than the younger participants and the boys; both variables showed an interactive effect on disruptive behavior. The age at which sexual activity commenced and the number of sexual partners were also significantly related to impulsiveness and disruptive and deviant behavior. Similarly, impulsiveness was shown to have a significant relationship with disruptive and deviant behavior, and disruptive behavior was shown to have a significant relationship with deviant behavior.
Day, Stephanie L; Connor, Carol McDonald; McClelland, Megan M
Classroom learning environments are an important source of influence on children's development, particularly with regard to literacy achievement and behavioral regulation, both of which require the coordination of task inhibition, attention, and working memory. Classroom observations were conducted in 18 schools and 51 first grade classrooms for 500 children. The non-instructional activities were recorded for each student in the classroom. Hierarchical linear modeling revealed that children with weaker fall behavioral regulation were more likely to attend classrooms where more time was spent in disruptions and wasted instructional time over the course of the school year, such as waiting for the teacher to gather materials before beginning instruction. For literacy outcomes, children who were in classrooms where more time in disruptions, transitions, and waiting was observed showed weaker literacy skill gains in the spring compared to children in classrooms with lesser amounts of such unproductive non-instructional time and this effect was generally greater for students with initial weaker skills. These results also reveal that the classroom environment and the incoming characteristics of the students themselves influence students' development of behavioral regulation and literacy.
O'Brennan, Lindsey M; Bradshaw, Catherine P; Furlong, Michael J
Reducing student problem behavior remains a leading concern for school staff, as disruptive and aggressive behavior interferes with student achievement and the school climate. However, the multi-systemic nature of schools makes it difficult for researchers and practitioners to identify factors influencing to students' behavior. The current study examined student problem behavior through an ecological lens by taking into account individual (e.g., gender, ethnicity, prosocial behavior), classroom (e.g., class size, average classroom behavior), and school-level factors (e.g., location, school climate). Using data from 37 elementary schools, 467 classrooms, and 8,750 students, a series of hierarchical linear models was tested. Multilevel analyses revealed that while individual student characteristics had the largest influence on problem behavior, average prosocial behavior and concentration problems of students within the classroom, as well as teacher perceptions of the school climate significantly related to how students behaved. These findings support the use of classroom-based intervention programs to reduce student problem behavior.
With more attentions on the humanism, students’needs becomes an indispensable part of teachers’teaching work. In this paper, according to the facts, the author will propose some suggestions combining Maslow's hierarchy of needs to improve teachers’English classroom management aim to enhance teaching efficiency.
Gillespie, Treena L.; Parry, Richard O.
The student-as-employee metaphor emphasizes student accountability and participation in learning and provides instructors with work-oriented methods for creating a productive class environment. The authors propose that the tenets of performance management in work organizations can be applied to the classroom. In particular, they focus on three…
Flinchbaugh, Carol L.; Moore, E. Whitney G.; Chang, Young K.; May, Douglas R.
Student well-being in the management classroom is of concern to both educators and managers. Well-being is conceptualized here as students' reduction in stress, enhanced experienced meaning and engagement in the classroom, and, ultimately, heightened satisfaction with life. The authors investigated whether purposeful semester-long classroom…
Jones, Karrie A.; Jones, Jennifer L.; Vermette, Paul J.
Creating a learning environment where all students can thrive academically requires an understanding of the complexities of classroom management. The notions of "discipline," "conformity" and "obedience" that have littered discussions of classroom management in the past are no longer sufficient to describe the diverse…
Zirpoli, Thomas J.; Lloyd, John Wills
The literature review looks at self-injurious behaviors in handicapped students in terms of characteristics, prevalence, etiology (biological, psychological, and as learned behavior), and management including extinction, positive punishment, negative punishment, and reinforcement of other behaviors. Problems in areas of management, administration,…
Segatlhe, Mmapula Joyce
This study concerns itself with issues relating to classroom management and organisation for effective teaching and learning. The study focuses on these aspects of classroom management and organisation: What is classroom management? What is effective within the management of the classroom? What role does or should a teacher play in classroom management? What contributions do discipline and 'tasks' make to effective classroom management in the Mafikeng District? Eighteen primary...
Describes how one teacher bridged the communications gap among teachers, parents, and students through the use of technology in managing his classroom. Discusses progress reports and online communications and how to manage the two different communication techniques. (JOW)
Uysal, Hatice; Burçak, Firdevs; Tepetas, Gülüzar Sule; Akman, Berrin
The aim of the research was to determine the perceptions of preschool and primary school teachers about classroom management by means of metaphors. The sample which selected by the use of convenience sampling techniques was drawn from preschool and primary school undergraduate students who had taken the "Classroom Management" course in…
Putman, S. Michael
This article describes research conducted to examine 71 preservice teachers' theoretical orientations of classroom management and the impact of student teaching on these orientations as well as their overall views regarding classroom management. Results indicated preservice teachers demonstrated inconsistent beliefs with regard to philosophies of…
Bohmann, Rose R.
Classroom management literature emphasizes non-punitive methods of managing a classroom of students, suggesting that democratic class meetings are an important or central element to developing student character. Class meetings are presented as a method of teaching children problem solving skills, conflict resolution, and a means for encouraging…
Meehan, Merrill L.
An evaluation is presented of the Stallings Classroom Management Staff Development Demonstration Project, designed to increase student achievement in basic skills through the use of research-based, systematic change in teachers' classroom management and organizational techniques. One objective of the evaluation was to utilize techniques and to…
O'Neill, Sue Catherine; Stephenson, Jennifer
Teachers' self-efficacy (SE) in their classroom management capabilities is thought to be an important factor in teachers' overall judgements of their teaching SE. Low SE in classroom management has been linked to teacher attrition and burnout, and reduced student learning outcomes. This article provides the first comprehensive review of classroom…
Tran, Van Dat
This study reports students' perceptions of the classroom management techniques utilized in fourteen classrooms at eight junior high schools in one province in Vietnam. It examines data from 498 students in fifteen high schools in one district in Vietnam in grades 10 to 12 to identify how teachers' use of various management techniques, and the…
Varank, Ilhan; Ilhan, Savas
Because technology integrations require changes in instructional processes it may require different approaches for classroom management. The purpose of this study was to investigate whether teachers' educational technology skills, besides their gender and years of experiences, significantly explain their classroom management skills. The data was…
Bayraktar, Hatice Vatansever; Dogan, M. Cihangir
The objective of this study is to examine the primary school teachers' the perceptions of discipline types they use for classroom management; and also to find out if there is a statistically significant difference between the perceptions of discipline types used in classroom management according to the demographic characteristics of primary school…
Martin, Nancy K.; Baldwin, Beatrice
Asks how beginning teachers differ from experienced teachers in their perceptions of classroom management and how elementary school counselors can help new teachers develop healthy learning environments. Collected teachers' classroom-management beliefs and found that inexperienced teachers may have unrealistic expectations regarding the effective…
Burgoyne, Ursula; Hull, Oksana
"Classroom Management Strategies to Address the Needs of Sudanese Refugee Learners" (ED499673) examined the extent to which English language, literacy and numeracy teachers used classroom management strategies to meet the needs of adult Sudanese refugee learners. The researchers found that while teachers met the needs of these learners…
Akar, Hanife; Yildirim, Ali
The purpose of this study was to understand the conceptual change teacher candidates went through in a constructivist learning environment in a classroom management course. Within a qualitative case study design, teacher candidates' metaphorical images about classroom management were obtained through document analysis before and after they were…
Does the music student teaching experience affect student teachers' classroom management beliefs and skills, and as a result of student teaching, do the classroom management beliefs and skills of music student teachers and their cooperating teachers become more congruent? Research indicates that student teaching does not affect student teacher…
The aim of this study is to determine Pre-service secondary science and mathematics teachers' classroom management styles in Turkey. In addition, differences in pre-service secondary science and mathematics teachers' classroom management styles by gender, and field of study were examined. In the study, the survey model was employed. The research…
Overbaugh, Richard C.
Describes a study that examined the effects of an interactive video computer-aided simulation program on instructing preservice education majors in classroom management issues. Topics include student achievement, class rank, stages of concern, computer anxiety, learning modality, the Classroom Management Achievement Test, and student reactions.…
Jalali, Sara; Panahzade, Vahid
The advent of modern technologies has had a remarkable role in revolutionizing the classroom setting. It is, therefore, incumbent on teachers to utilize strategies for effective managing of the change. The aim of the present study was to find out English as a Foreign Language (EFL) teachers' beliefs regarding classroom management. In so doing, the…
Kaufman, Douglas; Moss, David M.
This article examines preservice teachers' conceptions of classroom management and organization in light of their training and beliefs about good teaching. Students in their final year of a 5-year program discussed their definitions and conceptions of classroom management, organization, and rule systems through an open-ended questionnaire.…
O'Neill, Sue C.; Stephensen, Jennifer
Classroom behaviour management is an essential skill required by all teacher graduates to facilitate instruction in curriculum content. This article describes the classroom behaviour management (CBM) content on offer in Australian undergraduate primary education programs. To date, no nationwide studies exist that report the CBM instruction on…
Schuck, Sabrina; Emmerson, Natasha; Ziv, Hadar; Collins, Penelope; Arastoo, Sara; Warschauer, Mark; Crinella, Francis; Lakes, Kimberley
Children with Attention Deficit/Hyperactivity Disorder (ADHD) receive approximately 80% of instruction in the general education classroom, where individualized behavioral management strategies may be difficult for teachers to consistently deliver. Mobile device apps provide promising platforms to manage behavior. This pilot study evaluated the utility of a web-based application (iSelfControl) designed to support classroom behavior management. iSelfControl prompted students every 'Center' (30-minutes) to self-evaluate using a universal token-economy classroom management system focused on compliance, productivity, and positive relationships. Simultaneously, the teacher evaluated each student on a separate iPad. Using Multi Level Modeling, we examined 13 days of data gathered from implementation with 5th grade students (N = 12) at a school for children with ADHD and related executive function difficulties. First, an unconditional growth model evaluated the overall amount of change in aggregated scores over time as well as the degree of systematic variation in scores within and across teacher-student dyads. Second, separate intercepts and slopes were estimated for teacher and student to estimate degree of congruency between trajectories. Finally, differences between teacher and student scores were tested at each time-point in separate models to examine unique 'Center' effects. 51% of the total variance in scores was attributed to differences between dyads. Trajectories of student and teacher scores remained relatively stable across seven time-points each day and did not statistically differ from each other. On any given day, students tended to evaluate their behaviors more positively (entered higher scores for themselves) compared to corresponding teacher scores. In summary, iSelfControl provides a platform for self and teacher evaluation that is an important adjunct to conventional classroom management strategies. The application captured teacher/student discrepancies
Emmerson, Natasha; Ziv, Hadar; Collins, Penelope; Arastoo, Sara; Warschauer, Mark; Crinella, Francis; Lakes, Kimberley
Children with Attention Deficit/Hyperactivity Disorder (ADHD) receive approximately 80% of instruction in the general education classroom, where individualized behavioral management strategies may be difficult for teachers to consistently deliver. Mobile device apps provide promising platforms to manage behavior. This pilot study evaluated the utility of a web-based application (iSelfControl) designed to support classroom behavior management. iSelfControl prompted students every ‘Center’ (30-minutes) to self-evaluate using a universal token-economy classroom management system focused on compliance, productivity, and positive relationships. Simultaneously, the teacher evaluated each student on a separate iPad. Using Multi Level Modeling, we examined 13 days of data gathered from implementation with 5th grade students (N = 12) at a school for children with ADHD and related executive function difficulties. First, an unconditional growth model evaluated the overall amount of change in aggregated scores over time as well as the degree of systematic variation in scores within and across teacher-student dyads. Second, separate intercepts and slopes were estimated for teacher and student to estimate degree of congruency between trajectories. Finally, differences between teacher and student scores were tested at each time-point in separate models to examine unique ‘Center’ effects. 51% of the total variance in scores was attributed to differences between dyads. Trajectories of student and teacher scores remained relatively stable across seven time-points each day and did not statistically differ from each other. On any given day, students tended to evaluate their behaviors more positively (entered higher scores for themselves) compared to corresponding teacher scores. In summary, iSelfControl provides a platform for self and teacher evaluation that is an important adjunct to conventional classroom management strategies. The application captured teacher
The two main communications between the teacher and students in the classroom teaching are teachers'verbal and nonverbal behavior.The teachers teach students knowledge in words and convey a large amount of information using nonverbal behavior.These nonverbal behavior exert a subtle influence on the students,thus affect the classroom teaching.The English teachers'classroom nonverbal behavior in a higher vocational college in Gansu province was investigated through question-naires.The results indicate that the teachers'behaviors affect the different aspects of students and then influence the effective-ness of teaching on English classroom teaching in higher vocational college.
The impact of the instruction of a six-step problem solving negotiation procedure on the conflict resolution strategies and classroom behavior of six elementary students with challenging behaviors was examined. Moderately positive effects were found for the following negotiation strategies used by students: independent problem solving, problem…
Lim, Cher Ping; Pek, Meow Sien; Chai, Ching Sing
Research studies have shown that effective classroom management is a necessary condition for successful ICT integration in schools. Drawing upon the classroom management practices of teachers in a Singapore primary school, this article describes how the elements of classroom management facilitate the creation of a conducive learning environment to…
Fox, Eric J.; VanStelle, Sarah E.
In the book "Verbal Behavior," Skinner provided a comprehensive, behavioral account of language. While the impact of Skinner's analysis on empirical research has been examined broadly, this review of the literature focused on studies relevant to organizational behavior management (OBM). Both empirical and nonempirical journal articles in OBM were…
Kim, Ha Yeon; Cappella, Elise
Understanding the social context of classrooms has been a central goal of research focused on the promotion of academic development. Building on the current literature on classroom social settings and guided by a risk and protection framework, this study examines the unique and combined contribution of individual relationships and quality of classroom interactions on behavioral engagement among low-income Latino students in kindergarten to fifth grade (N = 111). Findings indicate that individual relationships with teachers and peers and classroom quality, each independently predicted behavioral engagement. Moreover, high-quality classrooms buffered the negative influence of students' difficulties in individual relationships on behavioral engagement. Findings illuminate the need to consider multiple layers of social classroom relationships and interactions and suggest the potential benefit of targeting classroom quality as a mechanism for improving behavioral engagement in urban elementary schools.
Ünlü, Emre; VURAN, Sezgin; Akdoğan, Figen Erten; Güven, Didem; Yönter, Seher; Çaltık, Seçil Eray
The purpose of this study was to examine the effects of Positive Behaviors Support (PBS) plan that was designed after interviews with teachers and Functional Behavioral Assessment (FBA) on the behavior of obeying classroom rules. The study was conducted in a public school with 3rd grade students. There were 34 students in the classroom. PBS was implemented as a whole class but the data were collected from one male and one female student who were identified after FBA and consulting with the te...
In China, English classroom is the main place of English language acquisition. Therefore, how to improve English classroom teaching effectively has become the scholars' concern. This paper reports a study conducted at North China Electric Power University on the functions of western cultural nonverbal behaviors in English classroom in China.…
Theodore, Lea A.; Bray, Melissa A.; Kehle, Thomas J.; Jenson, William R.
Investigates the effect of randomizing both contingencies for reinforcement and reinforcers to decrease classroom disruptive behavior in five adolescent students with serious emotional disorder. Results reveal that the percentage of observed intervals of disruptive behaviors decreased immediately and dramatically in all students. (Contains 24…
Waller, Rachael D.; Higbee, Thomas S.
Few studies have explored the effects of fixed-time (FT) reinforcement on escape-maintained behavior of students in a classroom setting. We measured the effects of an FT schedule on the disruptive and appropriate academic behaviors of 2 junior high students in a public school setting. Results demonstrated that FT escape from tasks resulted in a…
Faculty in higher education are experiencing a new generation of college students referred to as Generation X (Gen-Xers) and Millennials. The characteristics and behaviors of Gen-Xers and Millennials have created a more challenging classroom learning environment. Some educators may choose to ignore disruptive behaviors or may simply not know which…
Leach, Debra; Helf, Shawnna
Many educators across the country are implementing positive behavioral interventions and supports (PBIS) in their schools and classrooms. While PBIS primarily focuses on proactive and preventative approaches to improve behavior, one of the essential elements of PBIS is the consistent use of consequences when students do not meet behavioral…
Over the past 25 years, Gallup polls have consistently reported that disruptive behavior and discipline problems are some of the top concerns of school staff and community members. In fact, problems with classroom management are among the most common reasons that teachers leave their jobs. In response, many schools are turning to more formal…
Hershfeldt, Patricia A.; Pell, Karen; Sechrest, Richard; Pas, Elise T.; Bradshaw, Catherine P.
There is growing interest in coaching as a means of promoting professional development and the use of evidence-based practices in schools. This article describes the PBIS"plus" coaching model used to provide technical assistance for classroom- and school-wide behavior management to elementary schools over the course of 3 years. This Tier…
Erdogan, Mehmet; Kursun, Engin; Sisman, Gulcin Tan; Saltan, Fatih; Gok, Ali; Yildiz, Ismail
The purpose of this study was to investigate classroom management and discipline problems that Information Technology teachers have faced, and to reveal underlying reasons and possible solutions of these problems by considering the views of parents, teachers, and administrator. This study was designed as qualitative study. Subjects of this study…
In the physical education teaching practice, whether the classroom management, and classroom tea - ching, is inseparable from the classroom, students＇ behavior will directly affect their own development and the entire teaching activity process. The ability of physical education teachers control students＇ behavior in the classroom will influence the teaching objectives and tasks to complete.%在体育教学实践中，无论是课堂管理，还是课堂教学，均离不开“课堂”这一桥梁，学生在“桥梁”上的行为将直接影响着自身的发展和整个教学活动的进程。体育教师在课堂管理学生行为的能力势必影响教学目标和任务的完成。
Larson, Eric C.
Managing a portfolio of IT projects is an important capability for firms and their managers. The classroom simulation described here provides students in an MBA information systems management/strategy course with the opportunity to deepen their understanding of the key concepts that should be considered in managing an IT portfolio and helps…
Grapragasem, Selvaraj; Krishnan, Anbalagan; Joshi, Prem Lal; Krishnan, Shubashini; Azlin, Azlin
The classroom is a learning environment where active interactions and meaningful learning occur between learners and knowledge providers. The teachers and the learners have a unique relationship and this relationship is highly determined by their backgrounds and experiences. Teachers have the responsibility to manage the classroom with the aim of…
Biza, Irene; Nardi, Elena; Joel, Gareth
In this paper we present the results from a study in which 21 mathematics trainee teachers engage with two practice-based tasks in which classroom management interferes with mathematical learning. We investigate the trainees' considerations when they make decisions in classroom situations and how these tasks can trigger their reflections on the…
Giannikas, Christina Nicole
This study focuses on primary language education within a Greek region: specifically, on the positive effects of classroom management and organisation on a student-centred approach of teaching. In the case of the Greek education system, language teachers are encouraged to adopt student-centred approaches in their classroom but have not received…
Wolff, Charlotte E.; Jarodzka, Halszka; van den Bogert, Niek; Boshuizen, Henny P. A.
Visual expertise has been explored in numerous professions, but research on teachers' vision remains limited. Teachers' visual expertise is an important professional skill, particularly the ability to simultaneously perceive and interpret classroom situations for effective classroom management. This skill is complex and relies on an awareness of…
Ho, Tu-Kuang; Lin, Yu-Tzeng
Group identity is a critical component in developing effective classroom management. While there have been numerous studies on group identity, they have primarily focused on its effects on the physical classroom entity. Advances in information technology, however, have enabled the creation of virtual communities, which have become a vital channel…
High school teachers experience difficulties while providing effective teaching approaches in their classrooms. Some of the difficulties are associated with the lack of classroom management skills and critical thinking abilities. This quantitative study includes non-random selection of the participants and aims to examine critical thinking…
Unal, Zafer; Unal, Aslihan
This study provided a basis for answering the following essential question: Does the years of experience affect teachers' classroom management approaches? Data were collected from 268 primary school teachers. The findings of this study demonstrated that experienced teachers are more likely to prefer to be in control in their classrooms than…
This commentary to "Gender in the Management Education Classroom" (Bilimoria, O'Neil, Hopkins, & Murphy, 2010) employs social identity and self-categorization theory to analyze the incident described in the article. In any MBA classroom, students are dealing with multiple group memberships. Similar to workplace settings, when the focus is on…
Abikoff, Howard B; Jensen, Peter S; Arnold, L L Eugene; Hoza, Betsy; Hechtman, Lily; Pollack, Simcha; Martin, Diane; Alvir, Jose; March, John S; Hinshaw, Stephen; Vitiello, Benedetto; Newcorn, Jeffrey; Greiner, Andrew; Cantwell, Dennis P; Conners, C Keith; Elliott, Glen; Greenhill, Laurence L; Kraemer, Helena; Pelham, William E; Severe, Joanne B; Swanson, James M; Wells, Karen; Wigal, Tim
Examined hypothesized gender and comorbidity differences in the observed classroom behavior of children with attention deficit hyperactivity disorder (ADHD). The behavior of 403 boys and 99 girls with ADHD, ages 7-10, was compared (a) to observed, sex-specific classroom behavior norms, (b) by sex, and (c) by comorbid subgroups. Boys and girls with ADHD deviated significantly from classroom norms on 15/16 and 13/16 categories, respectively. Compared to comparison girls, girls with ADHD had relatively high rates of verbal aggression to children. Boys with ADHD engaged in more rule-breaking and externalizing behaviors than did girls with ADHD, but the sexes did not differ on more "neutral," unobtrusive behaviors. The sex differences are consistent with notions of why girls with ADHD are identified and referred later than boys. Contrary to hypothesis, the presence of comorbid anxiety disorder (ANX) was not associated with behavioral suppression; yet, as hypothesized, children with a comorbid disruptive behavior disorder (DBD) had higher rates of rule-breaking, and impulsive and aggressive behavior, than did children with ADHD alone and those with ADHD+ANX. Elevated rates of ADHD behaviors were also observed in children with comorbid DBD, indicating that these behaviors are truly present and suggesting that reports of higher ADHD ratings in this subgroup are not simply a consequence of negative halo effects and rater biases.
Pollan, Savannah; Wilson-Younger, Dylinda
This article discusses conflict and provides five resolutions for teachers on managing negative behaviors within the classroom. Acknowledging and implementing conflict resolution strategies in the classroom enables every student to fully participate in the learning process.
A design for analyzing the narrative records obtained in four studies examined the character of classroom activities and how they are managed by teachers. Focus was on controlling classroom behaviors, classroom rules, handling of disruptive or inappropriate behavior, instructional leadership, classroom organization, and student engagement.…
Waller, Rachael D; Higbee, Thomas S.
Few studies have explored the effects of fixed-time (FT) reinforcement on escape-maintained behavior of students in a classroom setting. We measured the effects of an FT schedule on the disruptive and appropriate academic behaviors of 2 junior high students in a public school setting. Results demonstrated that FT escape from tasks resulted in a substantial decrease in disruptive behavior and an increase in time engaged in tasks for both participants.
Magee, S K; Ellis, J
Functional analyses produced inconclusive results regarding variables that maintained problem behavior for 2 students with developmental disabilities. Procedures were modified to include a contingent physical restraint condition based on in-class observations. Results indicated that tinder conditions in which physical restraint (i.e., basket-hold timeout) was applied contingent on problem behavior, rates of these behaviors increased across sessions for both subjects. Implications for the use of physical restraint in the classroom are discussed.
Cobbold, Cosmas; Boateng, Philip
The objective of the study was to investigate kindergarten teachers' efficacy beliefs in classroom management. The sample size was 299 teachers drawn from both public and private kindergarten schools in the Kumasi Metropolis of Ghana. The efficacy beliefs of the teachers with respect to their classroom management practices were measured on a…
... ODD or CD, and well-planned classroom behavioral techniques in his mainstream classroom have been ineffective, this may lead to a decision to place him in a special classroom at school that is set up for more intensive behavior management. However, schools are mandated to educate your child ...
YUAN Kai; LIU Zongping; WANG Zongyuan
Applying dairy cow behavior in management practice is an effective way of improving cow health, welfare and performance. This paper first reviewed daily time budget and normal patterns of dairy cow behavior, and then discussed the influence of major management conditions and practices (such as competitive environments, stocking density, grouping strategies) on cow's feeding, lying and social behavior. Finally, new findings of using feeding behavior to predict disorders in transition period were addressed. It was suggested that dairy researchers and farmers should take advantage of related knowledge of dairy cow behavior to improve dairy cow health and welfare. More research is required to further study dairy cow behavior so as to better apply it in practical management and meet the needs of production.
Mikkelsen, Thomas Raundahl
Objective: The aim of this study was to explore nursing students’ experiences, perceptions and behavior during a course on kidney and urinary system anatomy and physiology designed according to the flipped-classroom approach. In flipped-classroom teaching, students prepare for class by engaging...... with teacher-produced learning material, typically videos. This frees up time in class, which can instead be spent on various student-centered, active-learning activities. Only very few studies on the use of flipped classroom in nursing education have been published. Methods: Videos and active...... believed that the videos were better than face-to-face lectures with regard to learning outcome, 56% felt they were of equal benefit, and only 18% benefited most from face-to-face lectures. Only a small minority (18%) preferred traditional teaching over flipped classroom teaching, 41% preferred flipped...
Tuba Gokmenoglu; Sevinç Gelmez-Burakgazi
This qualitative phenomenological research study explores the practices of instructors teaching through the medium of English as a foreign language, in classroom management course. Data collection instruments are semi-structured interviews and the course syllabi. Phenomenological data analysis techniques (bracketing, determining themes) were employed. Results indicate that instructors do not use a specific model for the classroom management course. The challenges faced with design of an Engli...
Civitillo, Sauro; Juang, Linda; Schachner, Maja; Börnert, Moritz
Die Culturally Responsive Classroom Management Self-Efficacy Scale (CRCMSES; Siwatu, Putman, Starker-Glass & Lewis, 2015) stellt ein neues Instrument zur Erfassung der Selbstwirksamkeit hinsichtlich kultursensiblen Classroom Managements von Lehrkräften dar. Die vorliegende Studie hat zum Ziel, die eindimensionale Struktur einer für den deutschsprachigen Raum adaptierten Version des CRCMSES mit Hilfe von explorativen und konfirmatorischen Faktorenanalysen zu bestätigen. Dazu wurde das Instrume...
McKissick, Chele; Hawkins, Renee O.; Lentz, Francis E.; Hailley, Jennifer; McGuire, Shannon
Disruptive behaviors displayed in the classroom interfere with learning by taking time away from academic instruction. This study investigated the effects of randomizing components within an interdependent group contingency for group disruptive behavior and engagement levels of 26 students in a second-grade classroom in an urban Midwestern school.…
Young, Jeffrey R.
Describes some of the efforts colleges are taking to discourage disruptive behavior by students in the classroom. Many of these initiatives have been requested by students themselves. Most depend on setting clear expectations for student behavior. (SLD)
Christina Nicole Giannikas
Full Text Available This study focuses on primary language education within a Greek region: specifically, on the positive effects of classroom management and organisation on a student-centred approach of teaching. In the case of the Greek education system, language teachers are encouraged to adopt student-centred approaches in their classroom but have not received any guidance on how to do so. Language educators are reluctant to abandon their teacher-centred ways, because they have not been trained to apply classroom management and organisation techniques that could support a student-centred environment.
Spivak, Asha L.; Farran, Dale C.
Research Findings: This study examines whether specific teacher instructional practices in early education are associated with children's engagement in prosocial behavior. Teachers' verbal encouragement of prosocial behavior and empathy, emotional warmth, positive behavior management, vocabulary instruction, and encouragement of expressive…
Doherty, Catherine; McGregor, Rowena; Shield, Paul
This paper demonstrates how classroom trouble warranting teacher intervention can stem from transgressions in different layers of the complex moral order regulating classroom interactions. The paper builds from Durkheim's treatment of schooling as the institution responsible for the inculcation of a shared moral order, Bernstein's distinction…
Elementary music teachers walk a thin line between encouraging enthusiasm and allowing Cat in the Hat mayhem in the classroom. A teacher is not doing his or her job if the students are not experiencing excitement with music, but they can't do their job when the classroom becomes a playground. In this article, the author discusses the importance of…
Reddy, Linda A; Fabiano, Gregory A; Dudek, Christopher M; Hsu, Louis
This investigation examined 317 general education kindergarten through fifth-grade teachers' use of instructional and behavioral management strategies as measured by the Classroom Strategy Scale (CSS)-Observer Form, a multidimensional tool for assessing classroom practices. The CSS generates frequency of strategy use and discrepancy scores reflecting the difference between recommended and actual frequencies of strategy use. Hierarchical linear models (HLMs) suggested that teachers' grade-level assignment was related to their frequency of using instructional and behavioral management strategies: Lower grade teachers utilized more clear 1 to 2 step commands, praise statements, and behavioral corrective feedback strategies than upper grade teachers, whereas upper grade teachers utilized more academic monitoring and feedback strategies, content/concept summaries, student focused learning and engagement, and student thinking strategies than lower grade teachers. Except for the use of praise statements, teachers' usage of instructional and behavioral management strategies was not found to be related to years of teaching experience or to the interaction of years of teaching experience and grade-level assignment. HLMs suggested that teachers' grade level was related to their discrepancy scores of some instructional and behavioral management strategies: Upper grade teachers had higher discrepancy scores in academic performance feedback, behavioral feedback, and praise than lower grade teachers. Teachers' discrepancy scores of instructional and behavioral management strategies were not found to be related to years of teaching experience or to the interaction of years of teaching experience and grade-level assignment. Implications of results for school psychology practice are outlined.
O'Neill, Sue; Stephenson, Jennifer
There has been conjecture that completing focused coursework units on classroom management during pre-service teacher preparation might lead to increased feelings of preparedness and confidence. This study reports the preparedness in managing specific problem behaviours, familiarity, and confidence in using management strategies and models of…
Jones, K. M.; Drew, H A; Weber, N L
A functional analysis isolated peer attention as the primary maintaining variable for disruptive behavior displayed by a student with attention deficit hyperactivity disorder. Using a brief reversal design, noncontingent reinforcement was then shown to reduce disruptive behavior relative to the peer attention condition. Implications for assessing behavior disorders in mainstream school settings are discussed.
This is a short essay giving the author's view on recent discussions on the economic rationale of equity style management. The essay will be printed in "Perspectives" of the Security Analysts Journal, January 2006.
Debora Tri Ragawanti
Full Text Available Classroom management is commonly believed to be the key to the success of an instruction. Many student teachers, however, might find it very challenging to handle their classrooms. It is, therefore, necessary to advance their professional practice in the context of a real classroom such as through teaching practicum and reflective practice. This study is aimed at identifying classroom management problems of student-teachers as revealed in their reflective journal entries and to demonstrate how such journal can help them develop their classroom management skills. The participants were 10 student-teachers of the English Department, Satya Wacana Christian University, Salatiga, Central Java, who underwent their teaching practicum at SMP 2 Salatiga. Through the participants’ journals, it was found that the problems lie in managing critical moments, activity, techniques, grouping and seating, authority, tools, and working with people. Further in this study, both pre- and in-service tertiary teachers, curriculum designers, and policy makers will be taken to deeply examine how reflective practice can help cultivate the pre-service’s classroom management skills and to consider the implication for pedagogical practices and innovations in curriculum development.
Kärnä, A.; Voeten, M.J.M.; Poskiparta, E.H.; Salmivalli, C.
We examined whether the bystanders' behaviors in bullying situations influence vulnerable students' risk for victimization. The sample consisted of 6,980 primary school children from Grades 3-5, who were nested within 378 classrooms in 77 schools. These students filled out Internet-based questionnai
Karna, Antti; Voeten, Marinus; Poskiparta, Elisa; Salmivalli, Christina
We examined whether the bystanders' behaviors in bullying situations influence vulnerable students' risk for victimization. The sample consisted of 6,980 primary school children from Grades 3-5, who were nested within 378 classrooms in 77 schools. These students filled out Internet-based questionnaires in their schools' computer labs. The results…
Natriello, Gary; Dornbusch, Sanford M.
An examination of teachers' responses to questionnaires identifying sixteen classroom academic and social behavior problems revealed different reactions to each type. A system was developed to measure the responses which were coded in terms of the extent to which they evidenced the presentation of standards or evidenced warmth. Teachers presented…
Girard, Beverly Lawler
This study determined attitudes of kindergarten through fifth grade teachers about school nutrition environments, their perceived influence on school nutrition environments, and self-reported classroom behaviors. Specific objectives were to: (a) identify perceived factors that influence the school nutrition environment, according to teachers…
Goodmon, Leilani B.; Leverett, Raven; Royer, Amanda; Hillard, Gracia; Tedder, Tracey; Rakes, Lori
The purpose of this study was to determine if the behavioral and learning benefit found from the use of therapy balls as classroom seats in children with attention deficit and hyperactivity disorder (ADHD) (e.g., Schilling, Washington, Billingsley, & Deitz, 2003) generalizes to children with dyslexia who suffer from similar attention problems…
Shymansky, James A.; And Others
Investigated were relationships between student self perception and actual classroom behavior in problem solving situations of 201 elementary students. Results indicated students with positive self concept were more independent from teachers and peers. Dependance upon others by low self esteem students is more evident in higher grades. (SL)
Guilmet, George M.
A formal observation technique was used in an urban classroom context to assess the verbal and nonverbal-visual behavior of 17 Navajo and 7 Caucasian children. Two statistical techniques revealed significant intergroup differences in verbal and nonverbal-visual style. ( Author)
Assuah, Charles K.
Oral communication in mathematics classroom plays an essential role in the mathematics learning process, because it allows students to share ideas, refine their thoughts, reflect on their methods, and clarify their understanding (NCTM, 2000). Knowledge about teacher oral communication behaviors allows researchers and policy makers to identify and…
Greer, Brian D.; Neidert, Pamela L.; Dozier, Claudia L.; Payne, Steven W.; Zonneveld, Kimberley L. M.; Harper, Amy M.
We conducted functional analyses (FA) with 4 typically developing preschool children during ongoing classroom activities and evaluated treatments that were based on FA results. Results of each child's FA suggested social-positive reinforcement functions, and differential reinforcement of alternative behavior plus time-out was effective in…
Hatch, Sherry Lynn
Although educators continue to provide all students access to their grade-level curriculum, students with disabilities are not performing academically in accordance with state standards. The purpose of this sequential transformative mixed methods study was to investigate academic and/or behavioral differences between an inclusion classroom and a…
Hershfeldt, Patricia A; Pell, Karen; Sechrest, Richard; Pas, Elise T; Bradshaw, Catherine P
There is growing interest in coaching as a means of promoting professional development and the use of evidence-based practices in schools. This paper describes the PBISplus coaching model used to provide technical assistance for classroom- and school-wide behavior management to elementary schools over the course of three years. This tier-two coaching model was implemented within the context of school-wide Positive Behavioral Interventions and Supports (PBIS) and tested in a 42-school randomized controlled trial. We summarize some of the lessons learned by coaches regarding their efforts to gain access to the administrators, teachers, and student support staff in order to effect change and improve student outcomes. We conclude with a discussion of ways to successfully collaborate with teachers to promote effective classroom- and school-wide behavior management.
Butzer, Bethany; Day, Danielle; Potts, Adam; Ryan, Connor; Coulombe, Sarah; Davies, Brandie; Weidknecht, Kimberly; Ebert, Marina; Flynn, Lisa; Khalsa, Sat Bir S
This uncontrolled pilot study examined the effects of a classroom-based yoga intervention on cortisol concentrations and perceived behavior in children. A 10-week Yoga 4 Classrooms intervention was implemented in one second-grade and one third-grade classroom. Students' salivary cortisol responses were assessed at 3 time points. Classroom teachers also documented their perceptions of the effects of the intervention on students' cognitive, social, and emotional skills. Second, but not third, graders showed a significant decrease in baseline cortisol from before to after the intervention. Second and third graders both showed significant decreases in cortisol from before to after a cognitive task, but neither grade showed additional decreases from before to after a single yoga class. The second-grade teacher perceived significant improvements in several aspects his/her students' behavior. The third-grade teacher perceived some, but fewer, improvements in his/her students' behavior. Results suggest that school-based yoga may be advantageous for stress management and behavior.
The openness of the new curriculum makes course management has become more complex, classroom management, is the most difficult issues to teachers .This paper analyzes the content of the teacher effective classroom management at the new curriculum reform. There are three characteristics about the teacher effective classroom management. They are the opportimity to openesss, democratic management and personality development.This paper also puts forward the incentives and constraints strategy, predicting trends in student behavior management strategies and positive innovation strategy of the effective classroom management.%新课程的开放性使得课程管理变得越来越复杂，课堂管理是教师最关心也是最棘手的问题。本文分析了新课程改革背景下教师有效课堂管理的内涵，以及机会开放，管理民主与个性发展三个特征，并提出有效课堂管理的激励与约束策略、预测学生行为动向策略和积极的创新管理策略。
Toftum, Jørn; Wohlgemuth, Mette Malene; Christensen, Ulrik Sloth
An intervention study with four different scenarios for airing classrooms were carried out in a school where manual opening of windows was the main source of ventilation. Two scenarios included a visual CO2 display unit to signal to the pupils and teachers when to open windows. The other two...... scenarios used two different window opening schedules. Measurements of CO2, temperature and periods with open windows were recorded, and pupils expressed their perception of the indoor environment in the classroom. With a visual CO2 display unit in the classroom, pupils were able to modify their behavior...
Kellogg, Nancy D
Sexual behaviors in children are common, occurring in 42 to 73 percent of children by the time they reach 13 years of age. Developmentally appropriate behavior that is common and frequently observed in children includes trying to view another person's genitals or breasts, standing too close to other persons, and touching their own genitals. Sexual behaviors become less common, less frequent, or more covert after five years of age. Sexual behavior problems are defined as developmentally inappropriate or intrusive sexual acts that typically involve coercion or distress. Such behaviors should be evaluated within the context of other emotional and behavior disorders, socialization difficulties, and family dysfunction, including violence, abuse, and neglect. Although many children with sexual behavior problems have a history of sexual abuse, most children who have been sexually abused do not develop sexual behavior problems. Children who have been sexually abused at a younger age, who have been abused by a family member, or whose abuse involved penetration are at greater risk of developing sexual behavior problems. Although age-appropriate behaviors are managed primarily through reassurance and education of the parent about appropriate behavior redirection, sexual behavior problems often require further assessment and may necessitate a referral to child protective services for suspected abuse or neglect.
Harris, Christopher J.; Rooks, Deborah L.
Effectively enacting inquiry-based science instruction entails considerable changes in classroom management practices. In this article, we describe five interconnected management areas that need to be addressed when managing an inquiry-oriented K-8 science classroom. We introduce a pyramid model as a framework for thinking about these management…
This article emphasizes the value of an evidence-based and public health perspective in managing disruptive behavior. Information about comprehensive school-based programs and classroom management techniques for disruptive behavior disorders is presented and the important role school psychologists can play in implementing these programs discussed.…
Classroom management is a common concern for educators. Teachers with high self-efficacy are strongly linked with having successful characteristics regarding their classroom management styles and strategies. With this in mind, the current study examined classroom teachers' perceived self-efficacy, specifically regarding their behavior…
Hatice Uysal; Firdevs Burçak; Gülüzar Şule Tepetaş; Berrin Akman
The aim of the research was to determine the perceptions of preschool and primary school teachers about classroom management by means of metaphors. The sample which selected by the use of convenience sampling techniques was drawn from preschool and primary school undergraduate students who had taken the “Classroom Management” course in the 2012–2013 academic years. There has a total of 163 participants from two state universities in Turkey. The perceptions were obtaine...
This study was underpinned by the view of the researcher that classroom discipline is gradually collapsing in South African schools. Learners seem to be uncontrollable thus affecting the quality of teaching and learning. Educators worldwide have many responsibilities in managing classroom discipline and shaping the behaviour of learners in schools. For educators to undertake these many responsibilities there is need for them to carryout effective teaching and learning through m...
Salmivalli, Christina; Voeten, Marinus; Poskiparta, Elisa
This study investigated whether the bystanders' behaviors (reinforcing the bully vs. defending the victim) in bullying situations are related to the frequency of bullying in a classroom. The sample consisted of 6,764 primary school children from Grades 3 to 5 (9-11 years of age), who were nested within 385 classrooms in 77 schools. The students filled out Internet-based questionnaires in their schools' computer labs. The results from multilevel models showed that defending the victim was negatively associated with the frequency of bullying in a classroom, whereas the effect of reinforcing the bully was positive and strong. The results suggest that bystander responses influence the frequency of bullying, which makes them suitable targets for antibullying interventions.
Mikkelsen, Thomas Raundahl
Objective: The aim of this study was to explore nursing students’ experiences, perceptions and behavior during a course on kidney and urinary system anatomy and physiology designed according to the flipped-classroom approach. In flipped-classroom teaching, students prepare for class by engaging...... with teacher-produced learning material, typically videos. This frees up time in class, which can instead be spent on various student-centered, active-learning activities. Only very few studies on the use of flipped classroom in nursing education have been published. Methods: Videos and active......-learning activities were developed and used in a course with forty-eight first-year, first-semester nursing students at the School of Nursing, Campus Holstebro, VIA University College, Denmark. After completing the course, students were invited to participate in a survey. In addition, students’ use of videos...
Nields, Allison N.
This study examined student teachers' perceptions and knowledge of behavior management strategies. A questionnaire that included questions about broad behavior management techniques, behavioral learning theory, and behavior management strategies related to behavioral learning theory was given to sixty-one student teacher candidates at a large…
Veri, Maria J.; Barton, Kenny; Burgee, David; Davis, James A., Jr.; Eaton, Pamela; Frazier, Cathy; Gray, Stevie; Halsey, Christine; Thurman, Richard
This article illustrates the pedagogical value of employing student narrative writing assignments in the graduate sport management classroom and advocates for cultural studies and critical pedagogy approaches to teaching sport management. The article considers students' autobiographical narratives within a theoretical framework of cultural…
Brown, Dave F.
Thirteen urban educators teaching from 1st through 12th grade selected from 7 cities across the United States were interviewed in this qualitative research study to determine if the classroom management strategies they use reflect the research on culturally responsive teaching. Participants revealed using several management strategies that reflect…
Verbeek-van Noord, I.; Bruijne, M.C. de; Twisk, J.W.R.; Dyck, C. van; Wagner, C.
Rationale, aims and objectives: Aviation-based crew resource management trainings to optimize non-technical skills among professionals are often suggested for health care as a way to increase patient safety. Our aim was to evaluate the effect of a 2-day classroom-based crew resource management (CRM)
Casey, Zachary A.; Lozenski, Brian D.; McManimon, Shannon K.
In this article we first trace the history of "management," particularly in the United States, from the plantation to the factory to the corporation, with the intention of understanding and contextualizing "classroom management" in today's educational lexicon. To do so, we look at the intertwining history of racial knowledge…
Full Text Available Background The purpose of this study was to investigate Korean and German teachers’ intentions of using classroom management strategies (CMS for students with attention-deficit/hyperactivity disorder (ADHD based on the theory of reasoned action (TRA and the theory of planned behavior (TPB. Participants and procedure Participants were 639 Korean and 317 German teachers. Disproportional stratified sampling was used. As a result, 264 Korean and 264 German matched teachers were obtained. Kos’s questionnaire was slightly modified. The survey instrument was distributed from September 2012 to December 2013. SPSS 22.0 was used to analyze the data. Results Korean teachers were more influenced by norms of colleagues and parents than German teachers were. Teachers in both countries have more favorable attitudes towards positive-oriented CMS compared to negative-oriented CMS, and perceived themselves as being able to control all CMS in the classroom. The TRA proved to better predict both Korean and German teachers’ intentions of using CMS compared to the TPB. Conclusions This study is an important step towards understanding teachers’ CMS in the cultural context of Korea and Germany. The findings of this study will be an essential resource to develop an ADHD management manual based on theoretical and cultural perspectives, so that teachers in both countries are prepared for students with ADHD in their classroom, rather than give up on them.
White, Kevin N.
Many students in a fourth grade classroom at Logan Elementary School are expressing numerous types of negative behaviors, are not motivated to learn, and do not stay on-task. In an effort to change these students, an action research study was conducted that implemented background music in the classroom. There were ten fourth grade students who…
Butera, Gretchen; And Others
This study compared the behaviors of mainstreamed disabled students to those of their normative peers in the same classroom. Observational sessions were conducted in 48 classrooms in 3 rural West Virginia school districts. Data were collected on 71 disabled students in grades 3-7 over a 4-week period, including students with mild mental…
Stephen D. Luft
Full Text Available While several studies have investigated the role of risk-taking in language learning, the findings of these studies may not be generalizable to language learning where the performed culture approach (PCA is used. This study describes the relationship between language learning and risk-taking in PCA, and the relationship between risk-taking and personal study habits, teaching style, daily grading, and classroom dynamics. Data were collected by means of a questionnaire. This study finds that risk-taking behavior has a moderate positive relationship with student performance in PCA. While questionnaire items related to teaching style and classroom dynamics are not found to significantly correlate with students’ risk-taking behavior, some items related to daily grading and personal study habits are found to have a moderate positive relationship with risk-taking behavior. Based on these findings, it is recommended that further research investigate the relationship between assessment and risktaking in language learning. As second language acquisition researchers have investigated the role of affective variables in language learning, risk-taking has frequently been identified as a variable linked with success (Beebe, 1983; Ely, 1986; Naiman, Frolich, Stern, & Todesco, 1978; Rubin, 1975; Samimy & Pardin, 1994; Samimy & Tabuse, 1992. However, it is difficult to apply these findings to language classrooms that use the performed culture approach (PCA, an approach to the teaching of East Asian languages, for two reasons: (a PCA’s focus on the learning of a foreign culture could mean that greater risk is involved in 106 Luft language learning than in a typical language classroom; (b PCA creates a language learning experience for which the risks involved are different than those in language classrooms where other approaches are used.
Moon, C; Marlowe, M
The study investigated the relationship between children's hair-Al concentrations and children's behavioral performance in school. Hair-Al levels of 102 children drawn from a general school population were correlated with teachers' ratings of the children on the Walker Problem Behavior Identification Checklist (WPBIC). Increasing hair-Al values correlated significantly with increased scores on the WPBIC total scale score. A continuing reexamination of Al exposure in the young is needed in order to determine the margin of safety regarding potentially toxic levels of Al.
Thomas, Duane E; Bierman, Karen L
Prior research suggests that exposure to elementary classrooms characterized by high levels of student aggression may contribute to the development of child aggressive behavior problems. To explore this process in more detail, this study followed a longitudinal sample of 4,907 children and examined demographic factors associated with exposure to high-aggression classrooms, including school context factors (school size, student poverty levels, and rural vs. urban location) and child ethnicity (African American, European American). The developmental impact of different temporal patterns of exposure (e.g., primacy, recency, chronicity) to high-aggression classrooms was evaluated on child aggression. Analyses revealed that African American children attending large, urban schools that served socioeconomically disadvantaged students were more likely than other students to be exposed to high-aggressive classroom contexts. Hierarchical regressions demonstrated cumulative effects for temporal exposure, whereby children with multiple years of exposure showed higher levels of aggressive behavior after 3 years than children with primacy, less recent, and less chronic exposure, controlling for initial levels of aggression. Implications are discussed for developmental research and preventive interventions.
Full Text Available In this research on the one hand we analyzed the relationship that exists in terms of motivational persistence and the Big Five dimensions and, on the other hand, organizational citizenship behavior (OCB. The results show that the conscientiousness has been identified as being in a significant positive relationship with OCB. This result is consistent with the data provided by previous researchers. The results also indicate that three conscientiousness facets are in a positive relationship with OCB. These three conscientiousness facets are self-efficacy, cautiousness and orderliness. Agreeableness was not identified as being associated with OCB. At the level of the relationship between motivational persistence factors and OCB, we have identified a significant positive relationship with only one factor: current purpose pursuing. The OCB model has two variables that work best as predictors: high scores with regard to current purpose in terms of the pursuing-motivational persistence factor, and low scores in terms of the imagination-facet of openness to experience.
Fehr, Karla K.; Russ, Sandra W.
Research Findings: Pretend play is an essential part of child development and adjustment. However, parents, teachers, and researchers debate the function of aggression in pretend play. Different models of aggression predict that the expression of aggression in play could either increase or decrease actual aggressive behavior. The current study…
Effects of the trend to prefer progressive over traditional goals of education were investigated in Israeli teachers. Attitudes toward educational goals; expectations of achieving goals; perceived knowledge about strategies for achieving goals; personality traits and teaching behaviors were studied. Pseudoprogressivism was reflected in the…
Oft heard in the halls of academe are complaints of students who come to class late and then don't pay attention. A new book from the "New Directions for Teaching and Learning" series contends that lapses in student behavior often reflect shortcomings in the person at the head of the class.
Miller, Jon S.
These activities allow students to investigate behavioral responses of the large Milkweed bug, "Oncopeltus fasciatus," and the mealworm, "Tenebrio molitor" or "Tenebrio obscurus," to external stimuli of light, color, and temperature. During the activities, students formulate hypotheses to research questions presented. They also observe insects for…
The effect of the Feingold diet (elimination of artificial colors, flavors, or foods with natural salicylates to reduce hyperactivity) on the reading achievement scores, behavior, and impulsivity/reflectivity of 13 children (ages 6 to 12 years) was evaluated. Six months after the experimental group adopted the Feingold diet there were no…
Beaty-O'Ferrall, Mary Ellen; Green, Alan; Hanna, Fred
Teachers in middle level schools face overwhelming demands and challenges in their classrooms. They are expected to know content and pedagogy, develop engaging lessons that meet the needs of diverse learners, and use a variety of instructional strategies that will boost student achievement while they simultaneously develop positive relationships…
Ever since the first schools opened their doors, teachers have struggled to find ways to successfully deal with misbehaving students. Many have found nothing but stress and frustration in their attempts to bring order to their classrooms. Unfortunately, this problem is not going away. As times and students change, teachers are finding that old…
Preves, Sharon; Stephenson, Denise
This article explores the social-psychological process of identity negotiation in collaborative teaching, using Erving Goffman's (1959) theoretical tradition of dramaturgy to analyze the classroom itself as a performance venue. A dramaturgical analysis of collaborative teaching is especially significant given this growing pedagogical trend because…
Tauber, Robert T.
Educators need a balance between discipline theory and its practice in the classroom. This is especially important in today's educational climate, with its increased demands for teacher accountability. Tauber has designed this book for both those who are new to teaching and those who are already seasoned teachers, but who have had little, if any,…
Full Text Available The aim this study is to determine the undesired behaviors of students that class teachers faced in the classroom and their solutions. The sample of the study consists of 37 class teachers working in the provinces of Gumushane, Canakkale, Erzurum, Istanbul, Tekirdag, Kocaeli, Kutahya, Bursa, Samsun, Eskisehir, and Mus in Turkey in the fall term of 2011-2012 academic year. As a result, the undesired behaviors of students that teachers faced in the classroom have been determined as not obeying the class rules, swearing, talking without permission, shyness, hyperactivity and lack of attention, and problems caused by watching violent TV programs (such as threatening. Solutions to these problems have been stated as: punishments and awards, warning, ignoring, behaving more sincerely towards students, including students by means of activities, guidance service, giving assignment, making students sit in front of the class, and playing games.
Marholin, D; Steinman, W M
Eight fifth- and sixth-grade children with behavior problems performed in a classroom under three conditions: (1) unreinforced baseline, (2) reinforcement for being on task, and (3) reinforcement for the accuracy and rate of math problems solved. The teacher was absent for a portion of the class session under each of these conditions. In the teacher's absence, on-task behavior declined markedly and disruption markedly increased, regardless of the reinforcement condition in operation. In addition, the teacher's absence resulted in fewer problems attempted and decreased accuracy. However, the extent to which the children became disruptive was reduced and the number of problems attempted increased when reinforcement was contingent on academic accuracy and rate, instead of being contingent on being on task. The results suggest that by providing contingencies for the products of a child's classroom activities, rather than for being on task, the child will become more independent of the teacher's presence, and more under the control of the academic materials.
Jonkmann, Kathrin; Trautwein, Ulrich; Lüdtke, Oliver
This study investigates socially dominant adolescents: students who are actively involved in establishing peer norms, influence their classmates' opinions, and are often the center of attention. Data from 5,468 seventh graders (M age = 13.3; 53% girls) in 266 classrooms were used to examine how social dominance relates to achievement, peer acceptance and rejection, self-perception, and deviance and to investigate contextual moderators of these associations. Multilevel analyses confirmed social dominance to be associated with both positive and negative adjustment. Moreover, the associations with achievement and disruptive behavior were moderated by the normativeness of these behaviors within the classroom. Finally, latent profile analyses revealed 4 distinct types of highly dominant students, 2 well adjusted and 2 poorly adjusted.
Cohrs, Corey M; Shriver, Mark D; Burke, Raymond V; Allen, Keith D
We evaluated the impact of antecedent specificity in goal statements on adherence to positive behavior-management strategies. Teaching staff were recruited from 2 different school settings where there were routine expectations to use behavior-specific praise in the classroom, but adherence was poor. In a concurrent multiple baseline design, the use of behavior-specific praise by 4 participants was found to be unaffected by goal statements that increasingly specified the behavior to be used and the conditions under which the behavior should occur. However, adherence by 3 of the 4 participants did change when goal statements included teacher-specified frequencies with which the behavior should occur. Results were systematically replicated in a second study in which, in a concurrent multiple baseline design, 3 participants showed marked increases in adherence when goal statements specified the target behavior, the conditions under which it should occur, and the frequency with which it should occur.
Jackson, Daisy R; Cappella, Elise; Neal, Jennifer Watling
In a cross-sectional sample of African-American 2nd-4th grade students (N = 681), we examine the moderating effects of classroom overt and relational aggression norms on peers' social acceptance of classmates who exhibit overt and relational aggression in urban schools. Extending theory and research on classroom norms, we integrate social network data to adjust aggression norms based on children's direct and indirect connections in the classroom. Results of multilevel models indicate that network-based classroom aggression norms moderated relations between children's aggressive behavior and their social preference. Specifically, children benefited socially when their form of aggressive behavior fit with what was normative in the classroom social context. The moderating effect of classroom aggression norms was stronger for the association between overt aggression and social preference than relational aggression and social preference. Relationally aggressive youth were socially preferred by peers regardless of the classroom norm, although this positive association was magnified in classrooms with higher levels of relational aggression. Future research focused on aggression norms within classroom social networks are discussed and implications for school prevention efforts are considered.
Worland, J; Weeks, D G; Janes, C L; Strock, B D
The intelligence, academic achievement, and classroom behavior of 158 children were assessed in a sample that is being followed longitudinally. The sample included children at high risk for mental disorder by virtue of having a parent with a psychiatric diagnosis of schizophrenia or affective disorder, children at moderate risk, and children at low risk. A series of path analyses indicated that in this sample (1) classroom behavior was more likely an affect that a cause of academic achievement, and (2) the influence of parental psychopathology on classroom behavior was mediated by a child's intelligence and academic achievement. We were unable to substantiate an unmediated causal link between parental psychopathology and children's academic achievement or classroom behavior.
Brown-Wright, Lynda; Tyler, Kenneth M; Graves, Scott L; Thomas, Deneia; Stevens-Watkins, Danelle; Mulder, Shambra
The current study examined the association among home-school dissonance, amotivation, and classroom disruptive behavior among 309 high school juniors and seniors at two urban high schools in the Southern region of the country. Students completed two subscales of the Patterns of Learning Activities Scales (PALS) and one subscale of the Academic Motivation Scale (AMS). ANCOVA analyses revealed significant differences in classroom disruptive behaviors for the gender independent variable. Controlling for gender in the multiple hierarchical regression analyses, it was revealed that home-school dissonance significantly predicted both amotivation and classroom disruptive behavior. In addition, a Sobel mediation analysis showed that amotivation was a significant mediator of the association between home-school dissonance and classroom disruptive behavior. Findings and limitations are discussed.
With the development of local retail industry,Hengkelong Supermarket win fat profit.Yet how can it maintain its business advantage in the fierce competition with foreign business giants? This paper analyzes the management behavior of Hengkelong Supermarket,intending to give relevant policy recommendations.
Flower, Andrea; McKenna, John; Muething, Colin S; Bryant, Diane Pedrotty; Bryant, Brian R
This study investigated the effects of the Good Behavior Game (GBG) on classwide off-task behavior in two ninth-grade basic algebra resource classes. Ten students with a variety of disabilities, in two classrooms, and their special education resource teacher participated in this study. A reversal design was employed, in which the special education teacher implemented GBG compared to typical practice-algebra readiness instruction. Results showed that classwide off-task behavior decreased in the GBG conditions compared to the baseline and reversal conditions. Fidelity measures indicated that the teacher implemented GBG with fidelity. Students and the teacher rated GBG favorably. Overall findings support the use of GBG for reducing classwide off-task behavior. Implications for practice and future research directions are presented.
Kim, Mi-Seon; Blair, Kwang-Sun Cho; Lim, Kyoung-Won
The present study examined the use of tablet assisted Social Stories™ intervention for three high school students with severe intellectual disabilities whose problem behavior interfered with their learning and caused classroom disruptions. A multiple probe design across participants was employed to test the impact of the tablet assisted SS on the participants' target behaviors. During intervention, the participants read the Social Stories that were created on Prezi and accessed via Quick Response (QR) codes using a Galaxy Tap smart tablet before participating in an academic period. Data indicated that the SS intervention decreased disruptive behavior and increased academic engagement in all three participants. All three demonstrated generalization of behaviors to a nontargeted academic period and maintenance of improved behaviors at the 2-week follow-up.
Moore, Tara C; Robinson, Christina C; Coleman, Mari Beth; Cihak, David F; Park, Yujeong
The purpose of this study was to examine the effects of a noncontingent reinforcement intervention package implemented by an interning teacher in a special education classroom to address disruptive behavior and task engagement for a third-grade, 8-year-old boy with developmental disability. Using a within-subject reversal design (A-B-A-B), a teacher interning in Max's classroom delivered 3-min breaks (i.e., escape) from classroom tasks on a fixed-time 2-min interval schedule for five daily sessions during the first intervention phase and for five daily sessions during the reimplementation phase; breaks were not contingent on his behavior. The intervention package also included a reinforcement menu for the student to select daily from escape activities (i.e., preferred activities including swinging and taking a walk) and a picture prompt to provide a continuous, visual reminder of the upcoming reinforcer. Results indicated increases in task engagement and decreases in disruptive behavior during phases when the intervention was applied. Implications for future research and practice are discussed.
Brown-Wright, Lynda; Tyler, Kenneth M.; Graves, Scott L.; Thomas, Deneia; Stevens-Watkins, Danelle; Mulder, Shambra
The current study examined the association among home–school dissonance, amotivation, and classroom disruptive behavior among 309 high school juniors and seniors at two urban high schools in the Southern region of the country. Students completed two subscales of the Patterns of Learning Activities Scales (PALS) and one subscale of the Academic Motivation Scale (AMS). ANCOVA analyses revealed significant differences in classroom disruptive behaviors for the gender independent variable. Control...
Kinloch, Karen Elizabeth
According to an extensive review of the literature, effective instructional delivery and "classroom management" practices are critical factors to elevate student achievement (Shindler, Jones, Williams, Taylor, & Cadenas, 2012). The purpose of this study was to analyze a comparison of classroom management practices on student…
Moghtadaie, L.; Hoveida, R.
The purpose of this study was to investigate the relationship between classroom management styles of the teachers and their academic optimism. In this study, three types of classroom management styles (interventionist style, interactionist style, and non-interventionist style) have been considered. Research community is all public primary school…
Ficarra, Laura; Quinn, Kevin
In the present investigation, teachers' self-reported knowledge and competency ratings for the evidence-based classroom management practices were analysed. Teachers also reflected on how they learned evidence-based classroom management practices. Results suggest that teachers working in schools that implement Positive Behavioural Interventions and…
Rabin, Colette; Smith, Grinell
As teacher educators, the authors developed an assignment focused on care ethics to prepare teacher candidates to design classroom-management procedures aimed at cultivating caring community. The teacher candidates revised traditional classroom-management processes, such as class rules, into cocreated norms. They also designed original management…
Simonsen, Brandi; MacSuga-Gage, Ashley S.; Briere, Donald E.; Freeman, Jennifer; Myers, Diane; Scott, Terrance M.; Sugai, George
Many teachers enter the field without sufficient training in classroom management and continue to experience challenges throughout their careers. Therefore, school-based leaders need a multi-tiered support (MTS) framework to (a) provide training to all teachers in classroom management (Tier 1), (b) identify teachers who require additional…
Burgoyne, Ursula; Hull, Oksana
This document presents the methodology and literature review for the research report "Classroom Management Strategies to Address the Needs of Sudanese Refugee Learners" (ED499673), which examined the extent to which English language, literacy and numeracy teachers used classroom management strategies to meet the needs of adult Sudanese…
Hertel, Nichole L.
This dissertation dually explores the topics of classroom management theory as it occurs in teacher preparation programs in American colleges of education and of curriculum syllabus design of undergraduate education classes teaching such. It begins with the classroom management and teaching pedagogical knowledges gained through my experience as a…
Culture is generally considered to be a necessary part of language teaching. The term embraces not only the way we present background information about native speakers of the foreign language, but also the methodology we employ and our concept of who is best qualified to teach the language. lt also has pragmatic implications for the functions and behavior we emphasize when we teach. lt is part of a whole ideology of language teaching. As long as we consider languages to be associated with the...
Tomlin, Michelle; Reed, Phil
The effects of fixed-time (FT) reinforcement schedules on the disruptive behavior of 4 students in special education classrooms were studied. Attention provided on FT schedules in the context of a multiple-baseline design across participants substantially decreased all students' challenging behavior. Disruptive behavior was maintained at levels…
Full Text Available Research on student misbehaviors in classroom have focused on the identification of most frequent misbehaviors and individual practices used by the teachers. However there is still a significant gap about the demographic and other factors that affect teachers’ perceptions of misbehaviors in classrooms. This meta-analysis reviewed the literature in Turkey on student misbehaviors from the views of teachers and demographic factors in theses and published articles between 2000-2012. The sample included 3648 teachers gathered from 16 studies. The results highlight that task avoidance, constant talking with classmates, verbal hostility towards peers and teacher, indifference to study subject during classes, damaging school stuff, and coming late are the most frequent student misbehavior types reported by teachers. Results showed a small relation between perceived student misbehavior and teachers’ teaching field, teacher seniority, educational background of teachers, and number of students in classroom. Gender was not determined as a statistically significant variable in determining teachers’ perceptions of student misbehavior. Practical implications for future research and practices are discussed.
MacSuga, Ashley S.; Simonsen, Brandi
Many classroom teachers are faced with challenging student behaviors that impact their ability to facilitate learning in productive, safe environments. At the same time, high-stakes testing, increased emphasis on evidence-based instruction, data-based decision making, and response-to-intervention models have put heavy demands on teacher time and…
Alderman, Gary L.; Green, Susan K.
As many educators can attest, the quality of teacher-student relationships often has enormous impact on student success at every level. When teacher-student relationships improve, concurrent improvements in classroom behavior such as reductions in aggression and increases in compliance with rules can be expected. Students have also shown…
Murray, Desiree W.; Murr, Natalie; Rabiner, David L.
The overall purpose of this IES-funded Goal 3 study, now entering its third year, is to evaluate the efficacy of Incredible Years Teacher program (IYT) for improving K-2 students' academic achievement, attention, and social-emotional competence. The authors will also examine the extent to which classroom behavior mediates the relationship between…
Full Text Available In Texas, there are different ways teachers can attain certification. Thus, teachers are entering the classroom through various certification routes with varying levels of training as the traditional and alternative programs differ in their requirements. Classroom management can determine the success or failure of teachers and students. The research involved in this study attempted to determine whether university-certified teachers differ from alternatively certified teachers in the area of classroom management as determined by referrals, while controlling for level of education, years of teaching experience, age, race, and gender at both middle and high school levels. The population for this study was the middle and high school teachers in one rural south central Texas school district. Data were collected from the school district’s personnel database as well as from the campus-level administrators. Hierarchical regressions were used to test null hypotheses and recommendations were suggested.
Jeffrey, M; Riley, J
Employers, in their search for cost containment and quality improvement, have driven the development of the behavioral health managed care vendor. More specifically, the behavioral health carve-out is an innovation that was developed to respond to employer and, more recently, health plan needs. Now that the product has matured, it is increasingly being asked to justify its existence. Costs have certainly been maintained, but improvements in quality have not always been evident. The issues the authors address include, as cost pressures continue, can the industry deliver on its promise to improve care? Will it need to evolve to yet another level, with new or different features?
Martella, Ronald C.; Marchand-Martella, Nancy E.
Research has demonstrated a strong positive correlation between behavior problems and low academic achievement. Student success and/or failures are in large part determined by how well teachers provide effective instruction to their students. This article overviews key behavior-management approaches related to academic and behavioral success that…
van Lier, Pol A C; Muthén, Bengt O; van der Sar, Ria M; Crijnen, Alfons A M
A population-based, randomized universal classroom intervention trial for the prevention of disruptive behavior (i.e., attention-deficit/hyperactivity problems, oppositional defiant problems, and conduct problems) is described. Impact on developmental trajectories in young elementary schoolchildren was studied. Three trajectories were identified in children with high, intermediate, or low levels of problems on all 3 disruptive behaviors at baseline. The intervention had a positive impact on the development of all disruptive behavior problems in children with intermediate levels of these problems at baseline. Effect sizes of mean difference at outcome were medium or small. In children with the highest levels of disruptive behavior at baseline, a positive impact of the intervention was found for conduct problems.
Cevik, Yasemin Demiraslan; Andre, Thomas
This study was aimed at comparing the impact of three types of case-based approaches (worked example, faded work example, and case-based reasoning) on preservice teachers' decision making and reasoning skills related to realistic classroom management situations. Participants in this study received a short-term implementation of one of these three…
This article relates how the proposing, critiquing, iterating process of studio-based learning (SBL) provides for person-centered classroom management. SBL is defined in connection to how the pedagogy works within a school of architecture. Then, a description of how the approach is applied to one course in a teacher education program is offered.…
Tran, Van Dat
The purpose of the present study is to identify how teachers' use of various coping styles with student misbehavior, and the extent to which these relate to their classroom management techniques -- punishment, recognition and reward, hinting, discussion, and aggression. It examines data from 397 junior high school teachers in Vietnam. The results…
Romi, Shlomo; Salkovsky, Merav; Lewis, Ramon
This investigation was designed to determine whether there are significant relationships between the reasons teachers provide for aggressive classroom management techniques and the type of professional education created to help them reduce their reliance on such techniques. The study reports data from a survey of 192 Australian teachers showing…
Munoz, Marco A.
This literature review is about the application of the ideas of Total Quality Management (TQM) in the academic side of higher learning institutions (classrooms). The methodology is solely document analysis. Findings show that TQM is a possible avenue for achieving national goals of quality for undergraduate and graduate education. The TQM…
Opdenakker, Marie-Christine J.; Maulana, Ridwan
The way teachers behave towards and interact with their students influences the quality of their support/relationships with their students and the quality of their student behaviour management. Nowadays, this is broadly conceptualised as ‘classroom management’ (CM) aimed at, among others, student be
Shoulders, Tori L.; Krei, Melinda Scott
The purpose of this study was to compare the differences in rural high school teachers' (n = 256) self-efficacy in student engagement, instructional practices, and classroom management using selected teacher characteristics. Analysis of variance showed significant mean differences between different levels of education in self-efficacy for…
Wolff, Charlotte; Van den Bogert, Niek; Jarodzka, Halszka; Boshuizen, Els
Wolff, C., Van den Bogert, N., Jarodzka, H., & Boshuizen, H. P. A. (2012, November). Differences between experienced and student teachers’perceptions and interpretations of classroom management events. Presented at the Inter-university Center for Educational Sciences Fall School, Girona, Spain.
Pankowski, Jennifer; Walker, Joan T.
Drawing from research on situated cognition and the development of expertise and simulations in professional education, we designed two simulation tasks that provided novice teachers with repeated opportunities to deliberately practice managing a classroom under no-fault conditions. The simulations immersed novices in two perennial classroom…
Turabik, Tugba; Gün, Feyza
This study aimed to investigate the relationship between democratic classroom management attitudes of teachers and critical thinking dispositions of students. The study group consisted of 530 students from public high schools located in Altindag district of the province of Ankara. The data was collected with the use of "Democratic Classroom…
Wolff, Charlotte E.; van den Bogert, Niek; Jarodzka, Halszka; Boshuizen, Henny P. A.
Classroom management represents an important skill and knowledge set for achieving student learning gains, but poses a considerable challenge for beginning teachers. Understanding how teachers' cognition and conceptualizations differ between experts and novices is useful for enhancing beginning teachers' expertise development. We created a coding…
Van Buskirk, William; London, Michael
Instructors are responsible for making teaching come to life. This article seeks to energize the classroom through an exploration of the tacit synergies between the language of poetry and the language of management. In the process, the authors delve into both the opportunities and the obstacles in bringing together two disparate discourses. As an…
Sert, Olcay; Walsh, Steve
This paper primarily investigates the interactional unfolding and management of "claims of insufficient knowledge" (Beach and Metzger 1997) in two English language classrooms from a multi-modal, conversation-analytic perspective. The analyses draw on a close, micro-analytic account of sequential organisation of talk as well as on various…
Chung, Christina; Ackerman, David
The authors look at student perceptions regarding the adoption and usage of Moodle. Self-efficacy theory and the Technology Acceptance Model were applied to understand student reactions to instructor implementation of classroom management software Moodle. They also looked at how the learning styles of students impacted their reactions to Moodle.…
Arbuckle, Christie; Little, Emma
A survey of 96 Australian primary and secondary school teachers was carried out based on a stratified random sample. The study aimed to determine Middle Years teachers' perceptions and management of disruptive classroom behaviour. Variables such as gender, teacher confidence and experience, supports, specific disruptive student behaviours, and…
Oghuvbu, Enamiroro Patrick; Atakpo, Theresa Edirin
This article identifies classroom management problems, their causes, and possible ways to reduce these problems in primary schools located in Delta State, Nigeria. A total of 600 teachers selected from twelve local government areas participated in this study. Data were collected in a checklist containing 27 items and a two section questionnaire…
Kunter, Mareike; Baumert, Jurgen; Koller, Olaf
This article examines the effect of classroom management strategies on students' interest development in secondary school mathematics classes. Two studies using student questionnaire data (one cross-sectional, with data from 400 students; the other longitudinal, with 1900 students) are reported. Results show that students' perceptions of rule…
Rock, Marcia L.; Schoenfeld, Naomi; Zigmond, Naomi; Gable, Robert A.; Gregg, Madeleine; Ploessl, Donna M.; Salter, Ashley
In this article, situated within the context of a larger ongoing study on the efficacy of Web-based virtual coaching, these authors describe a virtual coaching model for maximizing pre- and in-service teachers' effective use of evidence-based classroom management practices. They also provide a brief summary of previous results obtained…
Dobler, Elizabeth; Kesner, Cathy; Kramer, Rebecca; Resnik, Marilyn; Devin, Libby
This article describes a school-university partnership that focuses on the development of classroom management skills for preservice teachers in an urban setting, through collaboration between mentors, principals, and a university supervisor. To prepare preservice teachers for the unique challenges of urban schools, three key elements were…
Webb, G. Scott; Thomas, Stephanie P.; Liao-Troth, Sara
The SCOR (Supply Chain Operations Reference) Model Supply Chain Classroom Simulation is an in-class experiential learning activity that helps students develop a holistic understanding of the processes and challenges of supply chain management. The simulation has broader learning objectives than other supply chain related activities such as the…
Verbeek-van Noord, I.; Bruijne, M.C. de; Zwijnenberg, N.C.; Jansma, E.P.; Dyck, C. van; Wagner, C.
Aim: To evaluate the evidence of the effectiveness of classroom-based Crew Resource Management training on safety culture by a systematic review of literature. Methods: Studies were identified in PubMed, Cochrane Library, PsycINFO, and Educational Resources Information Center up to 19 December 2012.
Mudge, R. W.
One of the primary tools used to accomplish the task of effective training is the specific behavioral objective (SBO). An SBO is simply a statement which specifically identifies a small segment of the final behavior sought, and a little more. The key word is specific. The company pinpoints exactly what it is it wants the pilot to do after completing training, and what it should evaluate from the point of view of both the program and the pilot. It tells the junior crewmember exactly, specifically, what he should monitor and support insofar as the management function is concerned. It gives greater meaning to the term second in command. And finally, it tells the supervisory pilot exactly what he should observe, evaluate, and instruct, insofar as the management function is concerned.
Chow, Jason C.; Gilmour, Allison F.
Group contingencies are a positive, proactive classroom management technique that works well as Tier 1 of a multi-tiered system of behavior support. These programs are adaptable to student and classroom needs and work well to support the behavior of students with disabilities in general education classrooms. Off-the-shelf programs exist, but…
Stress is a specific response of the individual to all nonspecific demands. However, this process of adaptation is very complex and varies considerably from person to person. The stress response or "stress reactivity" is triggered by various stressors, ranging from live events to daily hassles and including chronic stressors. These stressors need to be identified. The stress response is not univocal: it has physiological, cognitive and behavioral components. Most of the time, physiological, cognitive and behavioral responses are maladaptive and harmful for the individual. Stress management is directed at teaching individuals specific skills to modify parts of these responses in order to reduce stress. Relaxation therapies are the cornerstone of any stress management program. They mostly include autogenic training and progressive relaxation training, sometimes biofeedback. The relaxation response is a learned response. There are a variety of different methods of inducing this response. They share the common goal of countering the physiological aspects of the stress reaction. All the relaxation techniques involve long and exacting training. But proper training leads to a gradual reduction in time and effort required to relax. When properly pursued, these techniques produce a state of relaxation quickly and on demand. Cognitive approaches to stress management derive from the constatation that the individual's interpretation of events or situations which have been labeled stressful, the individual's anticipation of the consequences of the stressor and the individual's view of his or her ability to cope with the stressor or the stress reaction are fundamental in the stress process. There are a variety of cognitive theories and techniques, ranging from Beck's cognitive therapy to Ellis' Rational-Emotive Therapy. Initial phases of these therapies are directed at teaching the individual to recognize, record, analyse and modify maladaptive cognitions. The second phase is
对于多媒体教室计算机有多种管理方法。无盘管理系统曾经给教学计算机管理带来极大的方便，但是无盘系统有很大缺点；有盘管理系统是目前较好的解决方案；终端虚拟桌面不适合于教学场合。%Among the varieties of management methods for multimedia classroom computers, diskless management system had once brought great convenience for administering classroom computers. But we have come to realize some serious disadvantages of the diskless management system, and the disk management system proves to be a better alternative at the time being. Virtual terminal desktop is not suitable for educational settings.
Igor ElmanDepartment of Psychiatry, McLean Hospital, Harvard Medical School, Belmont, MA, USAI am grateful that about two years ago Dove Medical Press offered me the opportunity to edit the Journal of Psychology Research and Behavior Management. I find my work on the Journal to be a very gratifying experience and I particularly enjoy its eclectic multidisciplinary qualities that, by attracting contributions from a variety of perspectives and geographic locations, help to ease the artificial b...
Slater, T.; Bruning, D.
To close the Cosmos in the Classroom meeting, we want to share effective ways to help our students (and ourselves) to succeed in our classes, by setting the right course guidelines about in-class and out-of-class behavior. What ways of helping students to become adult learners and responsible members of the college community have been most effective for you? What have you learned from colleagues in your and other disciplines that could help everyone at the session work with 21st century students in our evolving universe of classroom and home technology?
The author is fairly familiar with the work dimensions of a business manager and has pretty much attended most of the professional development "how-to" sessions on everything from asset management to school budgets and beyond. When she thinks about what business managers do in schools and how much of what they do actually adds value, she…
Epstein, Jeffrey N; Willoughby, Michael; Valencia, Elvia Y; Tonev, Simon T; Abikoff, Howard B; Arnold, L Eugene; Hinshaw, Stephen P
Significant ethnic differences have been consistently documented on attention-deficit/hyperactivity disorder (ADHD) teacher rating scales. Whether these ethnic differences result from a teacher rating bias or reflect actual classroom behavior patterns is unknown. Ethnic differences between Caucasian and African American (AA) elementary schoolchildren on teacher ratings and codings of observed classroom behavior were examined with latent variables. In structural equation models, correlations between teacher ratings and observed classroom behavior suggested nonbiased teacher ratings of AA schoolchildren with diagnosed ADHD. Ethnic differences were documented for both teacher ratings of ADHD and classroom behavior. Differences in classroom behavior were attenuated when the behavior of an average child in the classroom was taken into account. Multiple explanations for this pattern of results are discussed.
Waldemar Antonio Guerrero Matos
Full Text Available The present article diffuses the results of the oriented study to determine the relationship between the administration of the educational one and the execution of the pedagogic projects of classroom in Basic Education. Theoretically it was based on the constructivismo and the contributions of the National Basic Curriculum. The investigation type was descriptive. The results allowed to corroborate in the teachers, weaknesses in the execution of the Pedagogic Projects of Classroom, evidencing difficulties to the moment to apply the pedagogic abilities. Therefore it is recommended to carry out courses of upgrade to manage with effectiveness this strategy of planning constructivist.
Krull, Johanna; Wilbert, Jürgen; Hennemann, Thomas
The inclusion of children with special educational needs (SEN) in general education classrooms in Europe due to education policy and social developments is currently up for debate, especially in Germany. This paper addresses whether or not co-education of students with and without classroom problems and/or disabilities has negative consequences…
Estell, David B; Farmer, Thomas W; Pearl, Ruth; Van Acker, Richard; Rodkin, Philip C
Recent studies have found distinct subtypes of aggressive youth, marked by either high social status or social marginalization, and that various measures of status differentially associate with aggression. The majority of these studies, however, focused on boys, adolescents, and/or relational aggression in girls. The current research examined how the kind of status measured and the social ecology affect the association between overt aggression and social status in a sample of 187 3rd grade girls. Cluster analysis uncovered aggressive-popular, aggressive-unpopular, and prosocial-popular configurations. Although likeability was related solely to prosocial behavior, other measures of status co-occurred with both prosocial and aggressive behavior. Peer-group behavior complemented that of individuals, though peer-group and classroom acceptance of aggression were not related to cluster prevalence.
Lee, Phyllis; Bierman, Karen L
For socio-economically disadvantaged children, a positive experience in kindergarten may play a particularly important role in fostering the behavioral adjustment and learning engagement necessary for school success. Prior research has identified supportive student-teacher relationships and classroom emotional support as two features of the classroom context that can promote student adjustment; however, very few studies have examined these two aspects of the classroom context simultaneously. Given their modest inter-correlations, these dimensions of classroom context may have both unique and shared associations with child progress. This study followed 164 children as they transitioned from Head Start into elementary school, and regressions revealed significant unique associations between each type of kindergarten support and children's aggressive behaviors, social withdrawal, learning engagement, and emergent literacy skills in first grade, controlling for their pre-kindergarten adjustment. In addition, learning engagement significantly mediated the association between a supportive relationship with the kindergarten teacher and first grade literacy skills.
Noda, Wataru; Tanaka-Matsumi, Junko
The present study evaluates the effect of a classroom-based behavioral intervention package to improve Japanese elementary school children's sitting posture in regular classrooms (N=68). This study uses a multiple-baseline design across two classrooms with a modified repeated reversal within each class. The article defines appropriate sitting posture as behavior composed of four components (feet, buttocks, back, and a whole body). The intervention package includes modeling, correspondence training, prompt, and reinforcement, among others. The authors counted the number of children with appropriate sitting posture in each classroom across all 28 sessions throughout the study. Interobserver agreement of appropriate sitting posture ranged from 80% to 100%. As a result of the intervention, the mean proportion of children with appropriate posture increased from approximately 20% to 90%. In addition, their academic writing productivity increased with the improved sitting posture. Teachers' acceptance of the intervention program proved to be excellent.
The primary purpose of this short-term study was to examine pre-service classroom teachers' intentions to integrate music in their future classrooms. Using the theory of planned behavior (Fishbein & Ajzen, 2010) as a framework, and embedded, multiple-case study design, I developed case studies of six pre-service classroom teachers enrolled in…
McLaughlin, T. F.; And Others
The effects of the Behavior Analysis Model of Follow Through as to the percent of Native Americans in instructional roles were examined. Large percentage increases were found in the use of Native Americans in the classroom as a function of the adoption of the Behavior Analysis Model of Follow Through. (Author)
Etheridge, Tasha R.
Past research studies suggested that many students could benefit from well-structured classroom management strategies to help in the reduction of discipline problems that some may have. The research, however, was inconclusive as to which classroom management strategies are the most effective in managing behaviors within the classroom setting. The…
Unal, Zafer; Unal, Aslihan
The primary objective of this study was to investigate whether a difference in teachers' classroom management styles exists based on years of teaching experience. Data were collected from 282 elementary school teachers employed by 11 elementary schools in Turkey. The Attitudes and Beliefs on Classroom Control Inventory was used to collect the…
Gold, Bernadette; Holodynski, Manfred
The current study describes the development and construct validation of a situational judgment test for assessing the strategic knowledge of classroom management in elementary schools. Classroom scenarios and accompanying courses of action were constructed, of which 17 experts confirmed the content validity. A pilot study and a cross-validation…