Portland State University. Department of Special Education
Date of Publication
Master of Science (M.S.) in Special Education
Classroom management -- Study and teaching (Secondary), Behavior modification -- Education (Secondary), School children -- Discipline, Problem youth -- Behavior modification, School discipline -- Study and teaching (Secondary)
1 online resource (iv, 46 pages)
The framework of this study was monitoring classroom management strategies and student behaviors in the classroom, then providing strategies and feedback to increase effective classroom management and decrease problem student behaviors.
There were 15 evidence–based practices that were researched and used in the study. Specifically teachers were asked to focus on 5 of them. These practices were: using 5 positive feedback comments to 1 negative comment; having classroom rules and expectations that were posted, taught, practiced, consistent, and positively reinforced; using an attention getting cue that had been taught, practiced and positively reinforced; having continuous active supervision including moving and scanning; and managing minor problem behaviors positively, consistently and quickly.
Teachers filled out a self–assessment tool on how well they think they implemented these strategies in the classroom, and then received coaching sessions on how to use them more effectively in the classroom. These coaching sessions were given throughout the study as teachers had days where they needed positive reinforcement themselves.
The results of these coaching sessions and the use of the strategies are presented in this study.
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Root, Monica Rose, "The Effect of Teacher-Identified Classroom Management" (2013). Dissertations and Theses. Paper 1544.