Analyzing State-Level Training Statutes to Support Classroom and Behavior Management

Profiles of classroom behavior in high schools: Associations with teacher behavior management strategies and classroom composition

This Campbell systematic review examines the effect of multi‐component teacher classroom management programmes on disruptive or aggressive student behaviour and which management components are most effective.The review summarises findings from 12 studies conducted in public school general education classrooms in the United States and Netherlands. Participants included students from Kindergarten through 12th grade.Executive summary/AbstractDisruptive behavior in schools has been a source of concern for school systems for several years. Indeed, the single most common request for assistance from teachers is related to behavior and classroom management (Rose & Gallup, 2005). Classrooms with frequent disruptive behaviors have less academic engaged time, and the students in disruptive classrooms tend to have lower grades and do poorer on standardized tests (Shinn, Ramsey, Walker, Stieber, & O'Neill, 1987). Furthermore, attempts to control disruptive behaviors cost considerable teacher time at the expense of academic instruction.Effective classroom management focuses on preventive rather than reactive procedures and establishes a positive classroom environment in which the teacher focuses on students who behave appropriately (Lewis & Sugai, 1999). Rules and routines are powerful preventative components to classroom organization and management plans because they establish the behavioral context of the classroom by specifying what is expected, what will be reinforced, and what will be retaught if inappropriate behavior occurs (Colvin, Kame'enui, & Sugai, 1993). This prevents problem behavior by giving students specific, appropriate behaviors to engage in. Monitoring student behavior allows the teacher to acknowledge students who are engaging in appropriate behavior and prevent misbehavior from escalating (Colvin et al., 1993).Research on classroom management has typically focused on the identification of individual practices that have some level of evidence to support their adoption within classrooms. These practices are then combined under the assumption that, if individual practices are effective, combining these practices into a package will be equally, if not more, effective. Textbooks are written and policies and guidelines are disseminated to school personnel based on these assumptions. Without research that examines classroom management as an efficient package of effective practices, a significant gap in our current knowledge base still exists. Understanding the components that make up the most effective and efficient classroom management system as well as identifying the effects teachers and administrators can expect from implementing effective classroom management strategies represent some of these gaps. A meta‐analysis of classroom management which identifies more and less effective approaches to universal, whole‐class, classroom management as a set of practices is needed to provide the field with clear research‐based standards.This review examines the effects of teachers' universal classroom management practices in reducing disruptive, aggressive, and inappropriate behaviors. The specific research questions addressed are: Do teacher's universal classroom management practices reduce problem behavior in classrooms with students in kindergarten through 12th grade? What components make up the most effective and efficient classroom management programs? Do differences in effectiveness exist between grade levels? Do differences in classroom management components exist between grade levels? Does treatment fidelity affect the outcomes observed? These questions were addressed through a systematic review of the classroom management literature and a meta‐analysis of the effects of classroom management on disruptive or aggressive student behavior.Twelve studies of universal classroom management programs were included in the review. The classroom‐level mean effect size for the 12 programs was positive and statistically significant (d=.80 with an ICC=.05; d=.71 with an ICC=.10; p<.05). Note that cluster adjustments were required due to differences in reporting measures between classroom level outcomes and individual student level outcomes. The resulting effect sizes index classroom‐level differences and cannot be compared to the typical student‐level effect sizes commonly reported in the literature. Due to a lack of power to detect heterogeneity and lack of information reported in the studies reviewed, only the first research question could be addressed.Teacher's classroom management practices have a significant, positive effect on decreasing problem behavior in the classroom. Students in the treatment classrooms in all 12 studies located for the review showed less disruptive, inappropriate, and aggressive behavior in the classroom compared to untreated students in the control classrooms. The overall mean classroom effect size of either .80 or .71 indicates a positive effect that significantly impacts the classroom environment. To put our classroom‐level mean effect sizes into a comparable format with the more typical effect sizes, we back‐transformed our mean effect sizes using the original adjustment formulas (Hedges, 2007). Thus, the classroom‐level mean effect sizes of .80 and .71 are roughly comparable to student level effect sizes of .18 and .22 for ICC=.05 and ICC=.10, respectively. Teachers who use effective classroom management can expect to experience improvements in student behavior and improvements that establish the context for effective instructional practices to occur.

Effective teaching and learning process is directly or indirectly influence by organized classroom management. Proper classroom management paves the way for the teacher to engage more towards students learning. As observed many of our students in Simunul Municipality performed poorly in almost all subject areas. The researcher believed that classroom management is crucial in the teaching and learning process in the classroom. This study explores the teachers’perception on classroom management and its relation to select profile of the teachers and students academic performance.Descriptive survey design was used to determine the classroom management practices of 78 secondary school teachersin Simunul, Tawi tawi Philippines using Instructional and Behavioral Management Scale.Findings revealed that teachers’ perceptions with regard to the concept of classroom management favored more on instructional management than behavioral management. The demographic variables did not significantly influence both behavioral and instructional management practices except for the monthly income which shows significant relationship to instructional management practices. Results also showed that Instructional and Behavioral Classroom Management Practices of teachers significantly affected with their monthly income, but not significantly related to the academic performance of Grade 10 students. From the results, it can be concluded that economic status of the teachers significantly influenced their classroom management practices. Thus, salary increase for the teachers, and other form of motivations or incentives are highly recommended.

Chapter 1: Behavior and Classroom Management Basics Foundations of Behavior Management Developmental Theories of Behavior Understanding Behavior Management Cultural Influence on Behavior Goals of Behavior and Classroom Management Chapter 2: Legal Issues of Behavior and Classroom Management Responsibilities of Teachers Legislation Affecting Behavior and Classroom Management Chapter 3: Collaborating with Parents and Families Understanding Today's Family Establishing Relationships with Families A Family Systems Model Family Involvement and Engagement Working with Diverse Families Family Involvement in Academic Optimism Standards for Family Relationships Chapter 4: Role of the Teacher Responsibility of the Professional Teacher Ethical Considerations Professional Self-Esteem of the Teacher Chapter 5: The Learning Environment Physical Setup of the Classroom Rules and Routines Schedules and Transitions Behavioral Management Models Characteristics of Highly Effective Teachers Chapter 6: Basic Classroom Management Strategies Teacher Expectations Non-verbal and Verbal Interventions Reinforcement Extinction and Punishment Contingency Contracts Token Economy Time-outs Cultural Impact on Behavior Strategies Chapter 7: Cognitive Behavior Management Defining Cognitive Behavior Management Implementing a Self-Management Plan Self-Management Techniques Problem-Solving Strategies Anger Management Strategies Stress Management Strategies Chapter 8: Functional Behavioral Assessment: Trinity of Behavior Management The Trinity of Behavior Management Conducting a Functional Behavioral Assessment Behavioral Observation Measuring Behavior Charting the Behavior Chapter 9: Functional Behavior Analysis: Trinity of Behavior Management Identifying the Function of a Behavior Developing a Behavioral Hypothesis Developing Alternative Behaviors Assumptions of Functional Behavior Analysis Generating a Behavioral Intervention Plan Chapter 10: Behavior Intervention Plan: Trinity of Behavior Management Components of a Behavior Intervention Plan Developing Behavioral Goals Implications of Behavior Intervention Plan Impact of Culture on BIPs Chapter 11: Single-Subject Design Purpose of Single-Subject Design Baseline Data and Intervention Data Level, Trend, and Variability Types of Single-Subject Designs Chapter 12: Response-to-Intervention The Evolution of RTI Components of RTI Culturally and Linguistically Diverse Students Concerns of RTI Chapter 13: School-Wide Positive Behavior Support Components of SWPBS Implementation of SWPBS Tiers of SWPBS Benefits of SWPBS Cultural Impact on SWPBS Teacher Self-Efficacy Chapter 14: Social Skills Training Features of Social Skills Training Assessing Social Skills Components of Social Skills Programs Social Skills Programs and Strategies Social Skills and SWPBS Culturally Responsive Social Skills Instruction

Grounded in ecological theory, this study investigated relative contributions of perceived classroom and school climate variables to mathematics self-concept and achievement of English-at-home and English learner (EL) students using PISA 2012 data for American middle-grade students. For both outcomes, results of 3-step hierarchical linear regression models for the combined sample closely mirror those of English-at-home students and mask the unique characteristic of ELs. For self-concept, six (classroom management, cognitive activation, disciplinary climate, teacher support, sense of belonging, and teacher student relations) out of seven predictors were statistically significant and positive predictors for English-at-home students (teacher support being the strongest); only two predictors (disciplinary climate, and teacher student relations) were significant and positive for ELs. Similarly, group discrepancies were found for mathematics achievement. Five variables (classroom management, teacher support, disciplinary climate, sense of belonging to school, and teacher student relations), were significant predictors of English-at-home students. Yet, only three variables (classroom management, disciplinary climate, and teacher support) significantly predicted achievement of ELs. Classroom climate was consistently an important predictor across outcomes and student populations and was the strongest contributor for ELs. Implications and future directions are discussed.

This study assessed the behavior problems encountered among diverse learners and the corresponding classroom management practices in inclusive education at Mandaue City CS SPED Center during the 2025-2026 school year as a basis for an intervention plan. Utilizing a descriptive-correlational research design, it involved 30 teachers selected via purposive sampling. Data were gathered using a survey questionnaire and analyzed through descriptive and inferential statistics, including Analysis of Variance (ANOVA) and Regression. The findings revealed that teachers were predominantly experienced females who frequently encountered learner difficulties and behaviors like inattention and aggression. Their overall level of behavioral management practices was moderate, with a strong preference for positive strategies over corrective measures. Statistical testing indicated that only years of teaching experience significantly influenced management practices, while no significant relationship was found between specific behavioral problems and the strategies employed. It is concluded that while teachers possess a foundation in positive behavior management, there is a need to enhance the consistency and application of these practices. Consequently, the study recommends the implementation of a structured intervention plan designed to provide sustained professional development and support for teachers in managing diverse learners effectively.

Bu çalışmada PISA 2012 verileri yardımıyla Türkiye örnekleminde öğrencilerin matematik derslerinde öğretim kalitesine yönelik algılarının PISA 2012 matematik okuryazarlığı performansı üzerine etkisinin ve bu etkide matematiğe yönelik öz-benlik ve ilginin aracı rolünün ortaya çıkarılması amaçlanmıştır. Betimsel-ilişkisel tarama modelindeki bu araştırmaya Türkiye örnekleminde yer alan 4848 öğrencinin tamamı katılmıştır. Verilerin analizi Yapısal Eşitlik Modellemesi (YEM) kullanılarak yapılmıştır. Öğretim kalitesini kavramsallaştıran üçlü (triarşik) modelin teorik çerçevesine dayanarak araştırma kapsamında ele alınan bağımsız değişkenler bilişsel aktivasyon, sınıf yönetimi, öğrenci oryantasyonu ve öğretmen desteği olarak tanımlanırken matematik öz-benlik ve matematik ilgisi gibi duyuşsal değişkenler aracı bağımsız değişkenler olarak tanımlanmıştır. PISA 2012 matematik testinden elde edilen matematik okuryazarlık performansı ise bu çalışmada bağımlı değişken olarak kullanılmıştır. Çalışma sonucunda elde edilen bulgulara göre matematik okuryazarlığı performansını net toplam etki açısından (negatif de olsa) en iyi açıklayan değişkenin öğrenci oryantasyonu, pozitif yönde en iyi açıklayan değişkenin ise bilişsel aktivasyon olduğu belirlenmiştir. Ayrıca matematik okuryazarlığı performansı için sınıf yönetimi ve öğretmen desteği değişkenlerinin anlamlı bir açıklayıcı olmadığı da görülmüştür. Diğer taraftan, öğrencilerin bilişsel aktivasyon ve sınıf yönetimi algılarının matematiğe yönelik öz-benlik algısı üzerinde olduğu gibi öğretmen desteği algısının da matematiğe yönelik ilgi algısı üzerinde düşük düzeyde doğrudan bir etkiye sahip olduğu belirlenmiştir. Matematik okuryazarlık performansı üzerindeki dolaylı etkiler açısından incelendiğinde, bilişsel aktivasyon ve sınıf yönetimine yönelik algıların pozitif düşük düzeyde anlamlı bir etkiye sahip olduğu görülmüştür. Araştırmanın sonuçları ve sınırlılıkları tartışılmış bu bağlamda gelecek araştırmalar için bazı öneriler sunulmuştur.

The purpose of this study is to reconceptualize the homeroom management and classroom management for secondary school teachers. The result of the study is as follows: First, the homeroom management that has been usually miss-presented as `classroom management` in Korea is the concept comprizing the elements of homeroom management and those of teaching management together. Second is the re-conceptualization of classroom management. As the sub-concepts of classroom management, the homeroom (classroom) management and the teaching (classroom) management are also suggested. The classroom management is defined as `the conduct or ability to accomplish the educational activities successfully`. Meanwhile, the homeroom (classroom) management is defined as `the homeroom teacher`s conduct or ability to successfully accomplish the educational activities for class students` and the teaching (classroom) management as `the subject teacher`s conduct or ability to successfully accomplish the educational activities for the class`. Therefore, the teachers are asked to have the ability for classroom management - that is, both the homeroom (classroom) management ability as the homeroom teachers and the teaching (classroom) management ability as the subject teachers. Based on the results, this study suggests some school policies such as the sharing of effective classroom management strategies through the change of teachers` culture and the improving of working environment for better concentration to the classroom management.

This descriptive research study was conducted to determine the behavior, time, and physical environment management of the private school teachers in the District of Dumangas. Seventy-three private school teachers were the respondents and a researcher-made questionnaire, which has undergone validity and reliability testing was used to gather the data. The data were analyzed by the use of mean, standard deviation, Mann-Whitney U Test, and Krustal-Wallis H Test. The results indicated that the teachers' behavior management, time management, and physical environment management, when considered collectively, along with their civil status and length of teaching experience, were rated very high.. There are no significant differences in the teachers' behavior, time, and physical environment management when taken as a whole and when grouped as to civil status and length of teaching experience. Their management of behavior, time, and the physical environment for effective classroom learning remains consistent, regardless of their civil status and length of teaching experience. They employed a variety of skills and techniques to maintain a smoothly running classroom, effectively minimizing disruptive behavior from students. In light of the Department of Education's (DepEd) emphasis on the significance of classroom management, it is crucial for schools to prioritize and continuously evaluate teachers' behavior, time, and physical environment management practices. The proposed training for effective classroom management developed as a result of this study can serve as a valuable resource for guiding teachers in enhancing their effectiveness in managing these critical aspects of the classroom environment.

Classroom management and immediacy have always been the interesting topics for the researchers throughout the time. However, barely has any study been done on both of teacher/learner points of view. This study is a survey type research, investigating the relationship between teachers' classroom management, verbal and nonverbal immediacy as perceived by their students. sample contained 20 teachers and 244 students taught by the same teachers from three English language institutes in Tabriz. instruments for the measurement of classroom management was Teacher Classroom Management Self-Reflection Inventory called The Incredible Years designed by Webster-Stratton (2012), and the questionnaire for measuring verbal and nonverbal immediacy was designed by Gorham (1988). Wilcoxon test and spearman correlation revealed that although there was a relationship between verbal teacher immediacy (VTI) and classroom management (CM), but, there was no relationship between CM and nonverbal teacher immediacy (NVTI). Further data analysis showed that teachers VTI was higher than NVTI. basic tool for interacting with students is the behavioral cues, so for the improvement of NVTI of teachers some pedagogical implications were provided, like including it in teacher training courses (TTC). Finally, some suggestions for further studies are stated for other researchers to conduct more comprehensible studies. Extended Abstract Classroom management and immediacy have always been the interesting topics for the researchers throughout the time. However, barely has any study been done on both of teacher/learner points of view. This study is a survey type research, investigating the relationship between teachers' classroom management and verbal and nonverbal immediacy as perceived by their students. sample contained 20 teachers and 244 students taught by these 20 teachers from three English language institutes in Tabriz. instruments for the measurement of classroom management was Teacher Classroom Management Self-Reflection Inventory called The Incredible Years designed by Webster-Stratton (2012), and the questionnaire for measuring verbal and nonverbal immediacy was designed by Gorham (1988). Wilcoxon test and spearman correlation revealed that although there was a relationship between verbal teacher immediacy (VTI) and classroom management (CM), but there was no relationship between CM and nonverbal teacher immediacy (NVTI). Further data analysis showed that teachers VTI was higher than NVTI. basic tool for interacting with students is the behavioral cues, so some pedagogical implications were provided for the improvement of NVTI of teachers like including it in teacher training courses (TTC). Finally, some suggestions for further studies are stated for other researchers to conduct more comprehensible studies. 1. Introduction To make a class as effective and productive as possible, we have to manage it with orchestration and coordination of entire classroom processes (Dobrescu & Grosu, 2014). According to Van Petegem, Creemers, Rosseel and Aelterman, (2006), in order to create a classroom in which the students have good feelings, a teacher must manage the conditions of the class and be cautious and make a strong learning environment. Marzano and Marzanos' research (2003) revealed that the action taken by teachers in classrooms is important compared to what educational systems are doing. They believe that learning and teaching can't occur in a classroom which is not managed properly. Talebi, Davodi and Khoshroo, (2015, p.592) believe that teachers' aim is to create positive or negative interactions with herself/himself and the learners. If the interaction is positive, then the learners are more eager to do their duties, do exercises, carry out assignments, and learn enthusiastically. As stated by Mehrabian (1996) for the first time, immediacy is the communication behaviors that “enhance closeness to and nonverbal interaction with another” (p. 203). He believes that by increasing “physical proximity” and “perceptual availability” of the speaker to the listener, the instructor is able to have greater immediacy. There are various studies about the relationship between immediacy and the successful learning in teaching processes. “The relationship of teacher immediacy to student learning has been explored in a series of studies which indicate that a teacher's use of communicative behavior that enhances physical and psychological closeness is positively related to learning outcomes” (Gorham & Christophel, 1990, p.46). study is going to answer the following research questions: 1- Is there any significant relationship between the learners’ perceptions of their teachers' verbal and nonverbal immediacy? 2- Is there any significant relationship between the teachers’ classroom management skills and the learners' perceptions of their verbal immediacy? 3- Is there any significant relationship between the teachers’ classroom management skills and the learners’ perceptions of their non-verbal immediacy? 2. Literature Review 2.1. Classroom Management Studies have shown that despite the courses for teacher training in most countries, teachers have always had problem with class management in real context of teaching process (Martin, Yin & Baldwin, 1998). Teachers' point of views and opinions on student behaviors and the interaction between student and teacher shapes the way they behave about classroom management tasks. Moreover, their basic understanding of classroom management and dynamics can affect this important task (Kagan, 1992). Classroom management is not just merely the physical arrangement. A teacher should manage to teach a subject in a given period of time. Thus without the control in a teaching process, a teacher might not be successful because no one can force a student to learn a subject (Demirel, 2009). 4. Results and Discussion 4.1. Results and Discussion This research had three parts of classroom management, verbal immediacy and nonverbal immediacy. For the accurate results among these three variables, the questionnaires were given to both sides (teachers and the learners). classroom management questionnaire was filled by the teachers and the immediacy questionnaires were filled by the learners, to see if actually what do they think of the accomplishments of these variables. previous researches were all one sided as they investigated these variables from teacher or learner point of view. However, the main aim of this research was to mix their ideas and see if there is any relationship between their ideas. Unlike Derkhshani's (2016) study, in which the data analysis revealed that there was a significant relationship between nonverbal behavior of teachers and their classroom management, surprisingly, the present research revealed the fact that there is no relationship between these two variables. reason behind this difference of results may be the process of data gathering in which the present study gathered the classroom management questionnaire from the teacher and nonverbal immediacy questionnaire from learners of the same teacher. This comparison of the ideas of both sides may result in more accurate conclusions.

Problem Statement: Although teacher support is important for many student outcomes, including academic achievement, attendance, wellbeing, and dropout, related factors remain unexamined. The Purpose of the Study: The aim of this study was to investigate predictors of perceived teacher support of 15-year-old students who participated in the 2012 Programme for International Student Assessment in either Turkey or Shanghai. Method: In this basic research, secondary analyses were performed with PISA 2012 data, and multiple linear regression analyses were used to predict the variables that affect teacher support as perceived by students. Findings: Results show that a sense of belonging at school, instrumental motivation for mathematics, mathematics self-efficacy, and attitudes toward school in terms of learning outcomes and learning activities are predictors of teacher support in Turkey. In Shanghai, teacher support was predicted by a different set of variables, including mathematics teacher’s classroom management, teacher behavior in terms of student orientation, interest in mathematics, attitude toward school in terms of learning outcomes, mathematics self-efficacy, and educational resources at home. In Turkey, the five affective variables explained only 13% of the variance, whereas in Shanghai, the six affective variables explained 24% of the variance. Conclusion and Recommendations: In models of teacher support, Turkey and Shanghai differ, particularly in terms of total prediction levels, as the model constructed for Shanghai was more predictive than that for Turkey. The most predictive variable in Shanghai was teacher classroom management and, in Turkey, sense of belonging at school. Similarities did emerge, however; mathematics self-efficacy and attitudes toward school in terms of learning outcomes were predictors of teacher support in both countries. Since teacher support is important to students’ personal development, academic achievement, and well-being, the results can support the execution of educational activities in schools and the investigation of ways to increase such support. Keywords: Predictors, multiple linear regression, teacher characteristics, affective characteristics

ge-newline> This study investigated the relationship between teachers’ emotional intelligence anddifferent dimensions of classroom management approaches (instructionalmanagement, Behavior management) among college teachers to understand whetherthere is a significant relationship between them or not. The sample of the study was332 college teachers working at Azad university of Fars province. The data werecollected by administering two types of questionnaires, such as “The EmotionalIntelligence Scale”, and the “Behavior and Instructional Management Scale”. PearsonCorrelation model was used in this study. The results show that there is a significantrelationship between the college teachers’ EI levels and their classroom managementapproaches. In other words, a positive and significant relationship was observedbetween EI and two types of classroom management. However, the relationshipbetween EI and Behavior management appeared to be more significant. High EIentails better classroom management and better instructional classroom management.

Social intelligence of teachers has received growing academic interest as a key interpersonal competence in the educational contexts; however, the future impact of this competence on classroom management among the tertiary schools has not been sufficiently investigated. The current research examined the relationship between social intelligence in teachers in universities as a predictor of instructional and behavioral classroom management strategies. Using a cross-sections quantitative design, 593 instructors working at the public universities located in Lahore, Okara and Sahiwal, Pakistan were sampled. The Tromso Social Intelligence Scale (TSIS) was the measure of social intelligence with the Behavior and Instructional Management Scale (BIMS) used to measure the classroom management practices. The variables were interrogated to find predictive associations using Partial Least Squares Structural Equation Modeling (PLS–SEM). The results showed that respondents gave moderately high scores in the social intelligence and classroom management practices. The structural model analyses apparently revealed that social intelligence had a strong predictive effect on overall classroom management, and also made salient predictor of instructional management and behavioral management. What these findings mean is that teachers with higher levels of social intelligence are more adept at organizing teaching experiences as well as controlling classroom behavior in higher education institutions. The research is valuable to the body of existing literature in that it will help expand the theoretical use of social intelligence into the realm of university teaching and empirically support the antecedent role of social intelligence in classroom management. The results highlight the importance of integrating social intelligence training in professional training and teacher education programs at higher institutions of learning.

The impact of teachers on their students’ academic achievement continues to be an area of inquiry. One area not fully explored is the relation between teachers’ behavior and classroom management (CM) skills, student motivation, and student achievement. We examined these relations using a multi‐level structural equation model. Data included Behavior Management subscale scores of the Classroom Assessment Scoring System for 247 fourth and fifth grade teachers, indicators of academic motivation, and end‐of‐year state standardized mathematics assessment results for 4,847 students from the National Center of Teacher Effectiveness Main Study. The results indicate teachers’ CM skills have a significant direct effect on student motivation and a significant indirect effect on students’ math achievement, suggesting that students in classrooms of teachers with better CM are more motivated to learn math and have higher math achievement scores. This underscores the importance of helping teachers increase their use of evidence‐based classroom management techniques.

Directed consultation is presented as a professional development framework to guide and support teachers in the implementation of evidence-based interventions that involve contextual and process-oriented approaches designed to be incorporated into daily classroom management. This approach consists of four components: pre-intervention observations and interviews with school professionals, professional development workshops, online training modules, and team- and individual-level implementation meetings. In the current study, directed consultation was used to train sixth-grade teachers to use the Supporting Early Adolescent Learning and Social Support (SEALS) program, a multicomponent intervention model, to promote productive and supportive classroom contexts during the transition to middle school. The current report involved classroom observations in 14 schools (7 interventions, 7 controls) as part of a broader cluster-randomized control trial. A total of 144 classrooms were observed in late fall of the sixth grade during ongoing professional development training activities and again in the spring at the completion of the SEALS training. As compared with control classrooms, teachers in intervention classrooms used more positive feedback and less negative feedback and redirection. Furthermore, teachers in intervention classrooms provided more effective use of classroom structure, feedback to students, behavior management, communication with students, groups and social dynamics, and motivation strategies. Results are discussed in terms of implications for professional development activities aimed at enhancing classroom management.