This understanding of classroom management is echoed by other educationalists (Darling-Hammond, 1999; Hattie, 2003; Macfarlane & Prochnow, 2008; Rice, 2003; Zins, Peyton, Weissberg, & O’Brien, 2007) who go on to say that effective teaching, and positively functioning classrooms, (i.e., with low levels of disruptive behaviour), enhances student learning engagement (Bishop & Berryman, 2006; Procknow, 2006;… Continue reading Understanding of classroom management.
Participant This study was conducted in the metropolitan area of Auckland. A range of co-educational primary schools/principals were contacted by telephone and invited to participate in the study. From a total of 27 schools who accepted questionnaires, 53 practising teachers participated in the study (35.3% response rate). Of the 53 participants, 85% were female… Continue reading metropolitan area of Auckland Participant.
Classroom Rules It has been suggested that classroom rules help reduce disruptive behaviours (Walker, Colvin, & Ramsey, 1995), while promoting positive interactions (Gunter, Jack, DePaepe, Reed, & Harrison, 1994). Rules provide a basis for the teacher to “catch them being good”. When classrooms have clear rules for appropriate behaviour that are consistently taught… Continue reading Classroom Rules Summary.
Materials and Procedure The survey used in this study (Appendix B) was developed for teachers in the United States (US) by Little and Akin-Little (2002) and reviewed by PhD students in school psychology. The survey was piloted on a group of 10 teachers to verify its comprehensiveness, readability, and understandability (Akin-Little et al., 2007).… Continue reading Teachers in the United States (US).
Enhancing Classroom Environment According to the DfE (1994) “the role of the teacher is pivotal…Effective teachers operate under clearly understood rules, give clear presentations, have clear work requirements of pupils, give clear instructions, handle misbehaviour quickly, and calmly, ensure that work is appropriate to pupils’ abilities, set clear goals, start and end lessons on… Continue reading Enhancing Classroom Environment summary.
Reinforcement Strategies Because low-level disruptions can be endemic and stress inducing, as well as a potential catalyst for more problematic behaviours, whole class interventions can be more effective than targeting individuals. In addition to natural reinforcement strategies such as verbal praise and positive verbal/non-verbal feedback, there are numerous proactive programme options in the research… Continue reading Reinforcement Strategies summary.
Summary The research on teachers’ use of classroom management strategies confirm that teachers are using empirically validated strategies (establishing clear rules and expectations and involving students in rule development and classroom decision-making, using prompt and behaviour-specific feedback, using “withitness”) to manage behaviour and increase student learning engagement in the classroom. However, classroom-based management practices/strategies… Continue reading classroom management strategies summary.
There are various approaches to classroom management. Some are based within a ‘teacher-oriented model’ (e.g., Canter, 2010), others support a ‘student-oriented model’ (Gordon, 1974), and others support a ‘group-oriented model (Dreikurs, Gunwald, & Pepper, 1982; Glasser, 1969). There are also alternative models outside these ideological perspectives (Lewis, 2009) which indicate that there is a wide… Continue reading Approaches to classroom management.
Teacher Perceptions of Their Role Research on teacher efficacy is perceived as essential for student academic and behavioural learning (Bezzina & Butcher, 1990) and impacts positively on teachers’ classroom management beliefs and practices (Good, 1981; Ross, 1994; Soodak & Podell, 1994). Teacher efficacy refers to the teachers’ belief in his/her capability to influence students’… Continue reading Teacher Perceptions of Their Role