Teaching Stimulus Control via Class-Wide Multiple Schedules of Reinforcement in Public Elementary School Classrooms

2016 ◽  
Vol 19 (1) ◽  
pp. 14-25 ◽  
Author(s):  
Jessica N. Torelli ◽  
Blair P. Lloyd ◽  
Claire A. Diekman ◽  
Joseph H. Wehby
Keyword(s):  
Elementary School ◽  
Classroom Management ◽  
General Education ◽  
Stimulus Control ◽  
Multiple Schedule ◽  
Management Strategies ◽  
Schedules Of Reinforcement ◽  
Multiple Schedules ◽  
Classroom Management Strategies ◽  
Teacher Attention

In elementary school classrooms, students commonly recruit teacher attention at inappropriately high rates or at inappropriate times. Multiple schedule interventions have been used to teach stimulus control by signaling to students when reinforcement is and is not available contingent on an appropriate response. The purpose of the current study was to evaluate the effects of a class-wide multiple schedule on differentiated rates of student recruitment of teacher attention in two public elementary classrooms. General education teachers implemented the multiple schedule intervention in the context of a common instructional routine (i.e., small group rotations among reading centers). Results indicated that the multiple schedule intervention was effective at decreasing disruptive bids for attention when teacher attention was not available. Additional research on teacher implementation of class-wide multiple schedules is needed to evaluate whether this intervention may be identified as an effective supplement to Tier 1 classroom management strategies within multi-tiered systems of support.

Improving Student Behavior in Art Classrooms: An Exploratory Study of CW-FIT Tier 1

2018 ◽  
Vol 20 (4) ◽  
pp. 227-238 ◽  
Author(s):  
Melanie A. Nelson ◽  
Paul Caldarella ◽  
Blake D. Hansen ◽  
Mark A. Graham ◽  
Leslie Williams ◽  
...  
Keyword(s):  
Classroom Management ◽  
General Education ◽  
Positive Reinforcement ◽  
Student Behavior ◽  
Management Strategies ◽  
Single Subject ◽  
Classroom Management Strategies ◽  
Task Behavior ◽  
On Task Behavior ◽  
Art Classrooms

Disruptive student behavior, a common concern for teachers, presents particular challenges for those who teach art. Class-Wide Function-Related Intervention Teams (CW-FIT) is a multitiered intervention for implementing effective classroom management strategies aligned with schoolwide positive behavior interventions and supports. CW-FIT has proven effective in general education classrooms, with its emphasis on social skills instruction, teacher praise, group contingency, and positive reinforcement. This first study of CW-FIT implementation in elementary art classrooms examined its effects on student on-task behavior. The researchers used a single-subject (AB) design in one classroom and reversal designs (ABAB) in two classrooms. Results indicated student on-task behavior significantly improved, and the teacher was able to implement CW-FIT with fidelity as well as increase her praise-to-reprimand ratios. Both teacher and students found the intervention to be socially valid. Study implications and limitations are discussed.

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.

scholarly journals STRATEGI PENGELOLAAN KELAS DI SEKOLAH DASAR

2020 ◽  
Vol 4 (1) ◽  
pp. 7
Author(s):  
Isnanto Isnanto ◽  
Samsi Pomalingo ◽  
Meldiana N Harun
Keyword(s):  
Elementary School ◽  
Classroom Management ◽  
Management Strategies ◽  
Qualitative Approach ◽  
Classroom Management Strategies ◽  
Teacher’S Role ◽  
Emotional Environment ◽  
Eclectic Approach ◽  
Pluralistic Approach

The Objective of this research was to explore teacher’s role in maximizing the potency of the class; factors inhibiting classroom management; teacher’s efforts in coping with issues of classroom management; and classroom management strategies. This case study was conducted at elementary school of SDN 83 Kota Tengah Gorontalo City, and employed a qualitative approach. The data were collected from technical and source triangulations. The result shows that in classroom management, the teacher serves as a counselor, motivator, facilitator, demonstrator, and evaluator. Therefore, the teacher was able to analyze issues revolving around the students, teachers, as well as the physical and socio-emotional environment in the classroom. Regarding this, the teacher endeavors to apply preventive and corrective acts with the involvement of the school and the committee. Teacher tends to apply eclectic or pluralistic approach in which two or more approaches were applied at the same time. Accordingly, it was expected that the eclectic approach helps teachers improve their capacity in selecting approaches that allow them to cope with problems regarding classroom management

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 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 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.

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