Strategies to Increase Behavior-Specific Teacher Praise in an Inclusive Environment

2011 ◽  
Vol 47 (2) ◽  
pp. 91-97 ◽  
Author(s):  
Shobana Musti-Rao ◽  
Todd Haydon
Keyword(s):  
Teacher Preparation ◽  
Classroom Management ◽  
Disruptive Behavior ◽  
Management Strategies ◽  
Teacher Praise ◽  
Grade Levels ◽  
Classroom Management Strategies ◽  
Simple Strategy ◽  
Behavior Specific Praise ◽  
Positive Learning Environment

Managing students’ disruptive behavior in the classroom can be a time-consuming task and greatly reduces the amount of time teachers spend on instruction. Although there are several research-validated classroom management strategies, teachers are more likely to adopt strategies that are less time-consuming than strategies that take more time or require a great deal of teacher preparation. This article highlights behavior-specific praise (BSP), a simple strategy that teachers can use across all grade levels. The article presents eight easy-to-use strategies for teachers to increase their use of praise statements. Increasing teacher praise will not only decrease disruptive behaviors but also create a positive learning environment.

scholarly journals PEDAGOGICAL VIEWS - MANAGEMENT OF CLASS, COMPETENT APPROACH

2019 ◽  
Vol 34 (2) ◽  
pp. 405-410
Author(s):  
Nicola Vakirlov ◽  
Maria Becheva ◽  
Nina Belcheva
Keyword(s):  
Classroom Management ◽  
Disruptive Behavior ◽  
Effective Teachers ◽  
Student Behavior ◽  
Management Strategies ◽  
Knowledge And Skills ◽  
Group Management ◽  
Classroom Management Strategies ◽  
The Us

The term "classroom management." Appears in Jossos Kounin's book, "Discipline and Group Management in Classroom." Jaasbs Kunin is an educational theoretician who focuses on the ability of the teacher to influence student behavior and instruction / management instructions. So he tries to integrate learning with classroom management. Prior to this, the US focused on the role of the teacher as a translator of knowledge and skills. Different studies have developed classroom management theories, which are based on the teacher's ability to organize and plan their activity and students, using the activity and high levels of student participation in learning. Classroom management is a collection of skills and techniques that teachers use to keep students organized, systematically methodical and tidy, focused, attentive, and academically productive during class. When classroom management strategies are implemented effectively, teachers can minimize disruptive behavior that impedes learning and other activities while increasing their effectiveness. Generally speaking, effective teachers tend to show strong skills in classroom management, while the hallmark of inexperienced or less effective teachers is the chaotic classroom.

scholarly journals Developing Classroom Management Strategies in Non-Native Culture: A Single Case Study

2018 ◽  
Author(s):  
Xianquan Liu ◽  
Wayne Babchuk
Keyword(s):  
Public Schools ◽  
Teacher Preparation ◽  
Classroom Management ◽  
Single Case ◽  
Management Strategies ◽  
Teacher Preparation Programs ◽  
Single Case Study ◽  
Preparation Programs ◽  
Classroom Management Strategies

This single case study explored the practicum and student teaching experience of a native Chinese pre-service language teacher in order to better understand her process of developing classroom management strategies and the difficulties and challenges emerged in that process. In a broader sense, the case study aims to inform teacher preparation programs in terms of preparing Chinese teachers for secondary public schools in the U.S. The longitudinal study employed semi-structured interviews, classroom observation notes, teaching reflections and documents. Six themes — instructional challenges, coping strategies, cultural difference, language frustration, attitudes and feelings, and improvement — emerged from constant comparative analysis. Compared with previous literature, the current research underscores the importance of accessibility of classroom management resources and the positive problem-solving attitude of the native Chinese pre-service teacher in her challenging experience of developing classroom management strategies in American public schools. The researchers discuss the needs for providing supporting accommodations for native Chinese pre-service teachers in teacher preparation programs.

Implement Today! Behavior Management Strategies to Increase Engagement and Reduce Challenging Behaviors in the Classroom

2020 ◽  
Vol 29 (2) ◽  
pp. 119-128
Author(s):  
Jessica N. Simpson ◽  
Stephanie Hopkins ◽  
Christopher D. Eakle ◽  
Chad A. Rose
Keyword(s):  
Classroom Management ◽  
General Education ◽  
Behavioral Disorders ◽  
Challenging Behavior ◽  
Behavior Management ◽  
Emotional And Behavioral Disorders ◽  
Challenging Behaviors ◽  
Management Strategies ◽  
Classroom Management Strategies ◽  
Behavior Specific Praise

An increasing number of students with emotional and behavioral disorders are being served in general education environments. This article provides general and special education teachers with step-by-step instructions in three classroom management strategies that, when implemented well, can increase academic engagement and reduce challenging behavior for all students in inclusive classrooms, including those with emotional and behavioral disorders. The strategies involve providing behavior-specific praise, directing play of the Good Behavior Game, and providing students with frequent opportunities to respond to academic requests.

Effective Low-Intensity Strategies to Enhance School Success: What Every Educator Needs to Know—A Closing Commentary

2018 ◽  
Vol 27 (3) ◽  
pp. 175-176 ◽  
Author(s):  
Jennifer Freeman
Keyword(s):  
Classroom Management ◽  
Student Behavior ◽  
Management Strategies ◽  
Special Issue ◽  
Instructional Feedback ◽  
Low Intensity ◽  
Classroom Management Strategies ◽  
Academic Instruction ◽  
Request Sequence ◽  
Behavior Specific Praise

Researchers have identified low-intensity classroom management strategies that, when implemented consistently, lead to significant improvements in student behavior. The strategies detailed in this special issue—behavior-specific praise, high-probability request sequence, precorrection, active supervision, instructional choice, and instructional feedback—can easily be embedded within academic instruction and result in decreased student disruptive behavior and increased academic engagement.

Classroom Management Actions of Beginning Urban Teachers

2018 ◽  
Vol 54 (3) ◽  
pp. 339-367 ◽  
Author(s):  
Andrew Kwok
Keyword(s):  
Classroom Management ◽  
Beginning Teachers ◽  
Management Strategies ◽  
First Year ◽  
Urban Teachers ◽  
First Year Teachers ◽  
Management Actions ◽  
Classroom Management Strategies ◽  
Video Recordings ◽  
Relational Strategies

This descriptive, mixed methods study of one interim certification program explores first year urban teachers’ classroom management actions. This study investigates what strategies teachers implement to manage the classroom from programmatic surveys of 87 first-year teachers and interviews, field visits, video recordings, and journals of five case participants. Results indicate that teachers used behavioral, academic, and relational strategies to manage the classroom and they tend to refine several of these actions over time. Findings suggest that teacher preparation should promote beginning teachers to implement a range of classroom management strategies and support teachers in how to refine their actions.

scholarly journals Facilitators and Barriers of Teachers’ Use of Effective Classroom Management Strategies for Students with ADHD: A Model Analysis Based on Teachers’ Perspectives

2021 ◽  
Vol 13 (22) ◽  
pp. 12843
Author(s):  
Anna Szép ◽  
Slava Dantchev ◽  
Martina Zemp ◽  
Malte Schwinger ◽  
Mira-Lynn Chavanon ◽  
...  
Keyword(s):  
Classroom Management ◽  
Students With Disabilities ◽  
Class Size ◽  
Online Survey ◽  
Management Strategies ◽  
Path Model ◽  
Extended Model ◽  
Special Educational Needs ◽  
Implementation Barriers ◽  
Classroom Management Strategies

Students with attention-deficit/hyperactivity disorder (ADHD) often experience school-related difficulties. Although evidence-based classroom management strategies (CMS) are known to alleviate such problems, they are rarely implemented. The current study examined whether a path model including variables influencing the use of effective CMS developed by top-down methods can be replicated utilizing an open science method. An extended model including class size and experience with children with ADHD was also calculated. We further explored prominent implementation barriers. N = 336 in-service teachers completed an online survey. Perceived effectiveness, training on ADHD, perceived disruption, and affiliation with primary/special educational needs schools were important variables associated with the use of CMS. While class size was not correlated with the use of CMS, experience mediated by training revealed an indirect association with it. Class size, lack of time, and many students with disabilities were the most frequently reported implementation barriers. The implementation of effective CMS could thus be mainly enhanced by improving how effectiveness is perceived and by engaging teachers in ADHD-specialized training. Preparing teachers in how to cope with potential barriers should also be considered.

Sign in / Sign up

Export Citation Format

Share Document