Teacher Praise and Classroom Climate: Another Paradoxical Relation

1990 ◽  
pp. 67-73
Author(s):  
P. C. van der Sijde ◽  
S. Dijkstra ◽  
E. Bennink
Keyword(s):  
Classroom Climate ◽  
Teacher Praise

Special Education Classroom Climate Inventory

2018 ◽  
Author(s):  
M. H. M. Beld ◽  
D. van der Voort ◽  
G. H. P. van der Helm ◽  
C. H. Z. Kuiper ◽  
J. J. W. de Swart ◽  
...  
Keyword(s):  
Special Education ◽  
Classroom Climate

Important Areas of Positive School Climate in the Context of Selected Models

2018 ◽  
Vol 8 (1) ◽  
pp. 25-41
Author(s):  
Lucie Blaštíková
Keyword(s):  
School Climate ◽  
Classroom Climate ◽  
Climate Models ◽  
Theoretical Study ◽  
Significant Part ◽  
Learning Climate ◽  
National School ◽  
Basic Concepts ◽  
Positive School Climate ◽  
Positive Climate

This theoretical study focuses on the school climate. In particular, it focuses on the phenomenon of the positive school climate and its specific areas. The aim of the paper is to describe important areas of the positive school climate based on the analysis of selected positive climate models (National School Climate Center, 2017; Rudasill et al., 2017; Thapa, Cohen, & Guffey et al., 2013; Grecmanová, 2008, etc.). The text describes basic concepts, such as classroom climate, learning climate, or teacher staff climate. Primarily, the school climate is defined and a brief description of the factors involved in its creation is provided. Subsequently, the text deals with the terminology concerning the positive climate, as there is a disunity in this area. A significant part of the contribution is devoted to specific models of positive school climate, where, based on various research surveys, areas are defined which are key for the positive climate. In the final part of the paper three important areas of the positive climate are described, which repeatedly appear in the selected models, so they can be considered important.

scholarly journals The Role of Aggressive Peer Norms in Elementary School Children’s Perceptions of Classroom Peer Climate and School Adjustment

2021 ◽  
Author(s):  
Lydia Laninga-Wijnen ◽  
Yvonne H. M. van den Berg ◽  
Tim Mainhard ◽  
Antonius H. N. Cillessen
Keyword(s):  
Elementary School ◽  
Elementary Education ◽  
Classroom Climate ◽  
School Adjustment ◽  
Fifth Grade ◽  
Peer Norms ◽  
Descriptive Norms ◽  
Climate Perceptions ◽  
School Maladjustment

AbstractAlthough prior research has indicated that peer norms for aggression enhance the spread of aggression in classrooms, it is unclear to date how these norms relate to students’ classroom climate perceptions and school adjustment. Aggressive descriptive norms reflect the average aggression of all students in classrooms, whereas aggressive popularity norms represent the extent to which aggressive behavior relates to popularity among peers. This study examined the role of aggressive descriptive and popularity norms in the classroom climate perceptions (cooperation, conflict, cohesion, isolation) and school adjustment (feelings of belonging; social, academic, and general self-esteem) of popular, well-liked, and victimized children. Self-reported and peer-nominated data were obtained from 1511 children (Mage = 10.60 years, SD = 0.50; 47.2% girls) from 58 fifth-grade classrooms. The results indicated that aggressive descriptive and popularity norms both matter in elementary school, but in diverging ways. Specifically, aggressive descriptive norms—rather than popularity norms—contributed to negative classroom climate perceptions irrespective of students’ social position. In addition, whereas descriptive norms contributed to between-classroom variations in some aspects of school adjustment, aggressive popularity norms related to increased school maladjustment for popular and victimized children specifically. Thus, aggressive descriptive norms and popularity norms matter in complementary ways for children’s classroom climate perceptions and adjustment in elementary education.

A comparison of real‐time and delayed visual performance feedback on teacher praise

2020 ◽  
Author(s):  
Elizabeth L. Lown ◽  
Keith C. Radley ◽  
Evan H. Dart ◽  
Brad A. Dufrene ◽  
Daniel H. Tingstrom ◽  
...  
Keyword(s):  
Real Time ◽  
Performance Feedback ◽  
Visual Performance ◽  
Teacher Praise

Teacher Praise and Reprimand: Examining the Generalizability and Dependability of Observational Estimates

2021 ◽  
pp. 019874292110120
Author(s):  
Margaret T. Floress ◽  
Amy M. Briesch ◽  
Lyndsay N. Jenkins ◽  
Kaylee A. Hampton
Keyword(s):  
General Education ◽  
High School Teachers ◽  
Generalizability Theory ◽  
Teacher Behavior ◽  
School Teachers ◽  
Future Directions ◽  
Teacher Praise ◽  
Behavior Specific Praise ◽  
General Education Classrooms ◽  
Specific Praise

This study examined the generalizability and dependability of observational estimates of middle and high school teachers’ use of praise and reprimand. Frequency of behavior-specific praise, general praise, and total reprimand were collected across 67, 20-min observations that took place during class-wide instruction in general education classrooms. Generalizability theory was used to determine the number of observations needed to obtain dependable estimates of teacher behavior. Behavior-specific praise rates were consistently low. General praise rates were slightly higher and reprimand rates were notably higher and slightly more variable. Total reprimands had the strongest generalizability results and general praise had the weakest. Behavior-specific praise reached an acceptable level of dependability after 15 min, whereas general praise required a 35-min observation, and reprimand only required 5 min. Implications and future directions are discussed.

Effects of Self-Evaluation Training of Seriously Emotionally Disturbed Children on the Generalization of their Classroom Rule following and Work Behaviors across Settings and Teachers

1989 ◽  
Vol 14 (2) ◽  
pp. 89-98 ◽  
Author(s):  
Linda A. Clark ◽  
Hugh S. Mckenzie
Keyword(s):  
Emotionally Disturbed ◽  
Multiple Baseline ◽  
Institutional Setting ◽  
Work Behaviors ◽  
Teacher Praise ◽  
Baseline Design ◽  
Appropriate Behavior ◽  
Self Evaluation ◽  
Evaluation Training ◽  
Seriously Emotionally Disturbed Children

Self-evaluation training was operationalized as a training package comprised of the following components: systematic contingent reinforcement intended to promote acceptable rates of appropriate behavior prior to the introduction of self-evaluation training procedures; self-evaluation, and procedures designed to promote accurate self-evaluation; tokens and back-up reinforcement; and teacher praise. Training was provided to a group of three seriously emotionally disturbed students, ages 9, 10, and 11, who received their education in an institutional setting. Then, in a multiple baseline design, subjects self-evaluated in their classroom to determine if generalization of high rates of appropriate behavior demonstrated in the training setting would occur. Data indicate that generalization to the classroom could be claimed for each of the three subjects.

scholarly journals Coping Strategies against Peer Victimization: Differences According to Gender, Grade, Victimization Status and Perceived Classroom Social Climate

2021 ◽  
Vol 13 (5) ◽  
pp. 2605
Author(s):  
María-Jesús Cava ◽  
Ester Ayllón ◽  
Inés Tomás
Keyword(s):  
Coping Strategies ◽  
Peer Victimization ◽  
Classroom Climate ◽  
Well Being ◽  
Good Health ◽  
Social Climate ◽  
Intervention Programs ◽  
The Sustainable Development ◽  
School Grades ◽  
Teacher Student

The Sustainable Development Goals (SDGs) include “Good Health and Well-being” (SDG3) and “Quality Education” (SDG4). Nevertheless, many students cannot achieve these goals if they suffer peer victimization at their schools, and intervention programs to reduce it are necessary. These programs should consider the possible differences in the coping strategies preferred by students according to some personal (e.g., gender, grade, victimization status) and contextual (e.g., perceived classroom social climate) factors to be more effective. Therefore, the objective of this study was to analyze the possible differences in the coping strategies preferred by students (ask a friend for help, ask a teacher for help, ask parents for help, not ask anyone for help, fighting back, avoid the aggressor and ask the aggressor why) to handle situations of relational, physical and verbal peer victimization according to their gender, school grade, victimization status and perceived classroom social climate. The sample comprised 479 students (52.2% boys, 47.8% girls) aged from 9 to 14 years (M = 11.21, SD = 1.52). The results showed that girls chose the strategies of asking friends or adults for help and asking the aggressor why more than boys, while boys chose the strategies of fighting back and not ask anyone for help more than girls. The coping strategy of asking a teacher for help was preferred more by students of lower school grades and by students with a positive perception of the classroom climate. Victimized students preferred the strategy of not asking anyone for help. These results may be useful for developing more effective intervention programs. These programs should aim to enhance the teacher–student relationship in upper school grades, help victimized students to inform about peer aggression situations and improve perceived classroom social climate.

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