Classroom Behavior Management Research Articles

A Quantitative Study on the Intersection of Personal Competence and Classroom Efficiency in Dance Teaching: A Case of Middle and Primary Schools in Dongchangfu District, Liaocheng City, Shandong Province, China

Dance education plays a vital role in fostering creativity, self-confidence, and overall well-being among students. Effective dance instruction requires a deep understanding of the intersection between personal competence and classroom efficiency among dance teachers. However, this intersection remains relatively unexplored, particularly in the context of Dongchangfu District, Liaocheng City, Shandong Province, China. To address this gap, this quantitative study examines how dance teachers' personal competence influences classroom efficiency in terms of student engagement, learning outcomes, and overall teaching effectiveness. A sample of 93 dance teachers from 45 primary and secondary schools in Dongchangfu District participated in the study. The findings reveal that dance teachers generally perceive themselves as competent and effective in their teaching practices, with high levels of technical skills, pedagogical knowledge, adaptability in teaching methods, communication effectiveness, and engagement in professional development activities. Moreover, teachers reported high levels of classroom efficiency, including student participation and engagement, achievement of learning objectives, effectiveness of teaching methods, classroom behavior management, and overall satisfaction with teaching outcomes. The study underscores the importance of continuous professional development, student-centered instructional strategies, effective classroom management, and support for novice teachers in enhancing dance education practices. The implications of the findings for practice, policy, and future research are discussed.

Perceived teaching effectiveness of elementary school teachers at Parang District, Ministry of Basic, Higher and Technical Education in Sulu

This descriptive-correlational study assessed extent of teaching effectiveness of elementary school teachers at Parang District, Ministry of Basic, Higher, and Technical Education-Sulu in the contexts of Pedagogical Approach and Teaching Effectiveness, Teacher Professional Development, and Classroom Management and Behavior Management during the School Year 2023-2024. With 100 samples taken through non-probability sampling method via purposive sampling, and with the use of weighted mean, standard deviation, t-test for independent samples, One-way ANOVA, and Pearson’s r, this study reveals the following findings: 1) Majority of the teachers are female, married, within the age ranges of 31 years old & below, mostly have bachelor’s degree, and with 5 years & below and 6-10 years of teaching experience; 2) On the average, teachers at Parang District, Ministry of Basic, Higher, and Technical Education-Sulu high extent of teaching effectiveness; 3) Generally, variables age, gender, civil status, educational attainment, and length of service do not significantly mediate in ways how teachers assessed the extent of teaching effectiveness of Elementary School Teachers; 4) Generally, the group of teacher-respondents who assessed the extent of teaching effectiveness of Elementary School Teachers in terms of Pedagogical Approach and Teaching Effectiveness and Teacher Professional Development as “Agree” or High Extent is probably the same group of teacher-respondents who assessed the Teacher Professional Development; and Classroom Management and Behavior Management as a “Agree” or with High Extent, respectively; and 5) This study seems to support of Sanders (1998) and Sanders and Rivers (1996) model which claimed that the single most important factor affecting the teaching process is the effectiveness of teachers. Further, they contend that the students shall benefit from increases in teaching effectiveness. Thus, quality teachers are a critical determinant of their effectiveness.

A Comparative Study of Classroom Management of Preschool Teachers in the Philippines and Singapore

This comparative study examines classroom management strategies among preschool teachers in the Philippines and Singapore. Employing a Descriptive-Comparative Research Design, the study aims to identify similarities and differences in the classroom management techniques used in both countries. A total of 100 preschool teachers, 50 from each country, were selected using a random sampling technique. To compare classroom management practices, an adapted survey questionnaire with a 4-point Likert scale was utilized, and data analysis was conducted using statistical methods such as Chi-square tests and regression analyses. This analysis also included assessing responses’ distribution and the responses’ heterogeneity through Standard Deviation. Significant differences and relationships were found between the classroom management practices in the two countries. Based on these findings, the study proposed specific programs and strategies for improving classroom behavior management, teaching techniques, parent-teacher collaboration, and planning and support in both the Philippines and Singapore. The study recommends further research with a broader scope, possibly using qualitative methods and a larger sample size, to gain deeper insights into the factors influencing preschool classroom management. It also suggests that educational institutions in both countries consider implementing these well-researched proposals to enhance the effectiveness of preschool teachers’ classroom management techniques. Keywords: comparative study, classroom management, preschool teachers, Philippines and Singapore

A Content and Quality Evaluation of Mobile Classroom Behavior Management Applications

This study evaluated the quality and behavior change techniques (BCTs) included in 11 freely available mobile classroom behavior management applications (mCBM apps). We found that mCBM apps included a limited number of BCTs, with an average of 9 of 21 possible BCTs. Consequence-based BCTs like rewards and feedback were common, while antecedent-based strategies like prompts and reminders were less prevalent. Some mCBM apps also included BCTs related to sharing and exporting data. There was no significant correlation between the number of BCTs and the apps’ overall quality ratings based on the user version of the Mobile App Rating Scale. However, there was a positive correlation between the number of BCTs and the Engagement and Information subdomains of this scale. The findings contribute to understanding mCBM apps design and functionality, providing insights for future development and evaluation. However, concerns were raised about some features of mCBM apps and the degree to which apps ensured data privacy and security. Further research is needed to assess the quality and benefits of mCBM apps for students and teachers.

Technology and Discipline: Examining the Use of Apps for Classroom Behavior Management

Background/Context: In thousands of classrooms throughout the United States and internationally, behavior management apps have become an integral part of schools’ discipline machineries. Such apps are designed to help teachers enforce rules, especially when it comes to rewards and punishments within school token economies. To understand how these apps are beginning to shape and reshape schooling, research is needed that sheds light on the values and beliefs underpinning their use. Purpose: The purpose of this study is to describe and analyze three schools’ discipline practices involving behavior management apps. Our two research questions focused on the paradigms underpinning schools' discipline models and on the influence of these paradigms on schools’ app uses. Our investigation is informed by the scholarship on classroom management, as well as key concepts from Foucault’s (1977) Discipline and Punish. Research Design: This qualitative, comparative case study drew on data gathered at three urban schools. In total, 34 interviews were conducted with campus administrators and teachers. Within-case portraits described paradigms and practices at each school, and cross-case analyses addressed patterns across the schools. Findings: Schools’ behavior app uses were underpinned by differing school discipline paradigms. Although all three schools saw behavior apps as fostering orderly classroom environments, schools’ practices were underpinned by differing sets of values and beliefs (e.g., accountability/social control; neoliberalism; positivity and fun). In this way, the look and feel of app practices, and, ultimately, schools’ overarching discipline systems, also varied. Conclusions: This study examines a widespread, yet understudied, educational technology. By problematizing the values and beliefs underpinning teachers’ behavior app practices, the present study invites scholars and practitioners to question how rewards, punishments, and relationships manifest in schools. In doing so, it highlights opportunities to join with students, parents, and other stakeholders in broader conversations about schooling and discipline.

Effectiveness of the Elos 2.0 Program, a Classroom Good Behavior Game Version in Brazil

AbstractThe Good Behavior Game (GBG) is a universal classroom behavior management method to reduce disruptive problems. This study aimed to evaluate the effectiveness of the Elos 2.0 Program, a GBG version from Brazil, on the TOCA-C subscales: concentration problems, disruptive behavior, and prosocial behavior. We evaluated 2030 children aged 6–10 years. The Elos 2.0 program had a positive effect on concentration improvement by 0.254 standard deviations (Cohen’s d = 0.254, 95%CI = 0.038–0.469), and on prosocial behavior by 0.436 standard deviations (Cohen’s d = 0.436, 95%CI = 0.139–0.734). The odds of no disruptive behavior in Elos 2.0 were 4.88 times (95%CIOR = 1.89–12.60), compared to the control group. Our findings indicate that the Elos 2.0 program is associated with modest/robust improvements in children’s prosocial and concentration skills and a decrease in disruptive behavior. This study is a preliminary support for the implementation of the Elos 2.0 Program in Brazilian public schools. REBEC/Brazil: U1111-1228–2342.

Challenges and Solutions of Discipline in Contemporary Classroom Education

The concept of classroom discipline refers to the various techniques utilized by educators to regulate the conduct and dispositions of pupils throughout the educational experience, with the aim of promoting compliance with institutional standards and fostering a secure, structured, and stimulating milieu conducive to learning. This article investigates the current methodologies and obstacles encountered by modern educational institutions in effectively addressing classroom behavior management. This article examines the perspectives of aspiring and novice educators on the significance of discipline within the classroom setting. It underscores the criticality of effective communication and collaboration among educational institutions, families, and communities in fostering a conducive and inspiring learning atmosphere. This article examines the perspectives of students in the field of education sciences and novice teachers on the origins of inappropriate student behavior and its impact on the educational process within the school setting. Additionally, the article suggests effective strategies and techniques for fostering responsible and appropriate behavior in the classroom. The article underscores the significance of both initial and continuous professional development in effectively managing student behavior, as well as preventing and addressing incidents of school violence.

Predicting Help-Seeking Behaviors in Caregivers of Children Newly Diagnosed with ADHD

ABSTRACTChildren with attention-deficit/hyperactivity disorder (ADHD) often do not receive the standard of care which includes behavioral and pharmacological treatment. Understanding characteristics associated with treatment-seeking may inform ADHD assessment and treatment practices. This study used the ADHD Help-Seeking Behavior model to explore predictors of behavioral (parent training, classroom behavior management) and pharmacological treatment-seeking following a child’s ADHD diagnosis. Parents (N = 171) seeking an ADHD evaluation for their child (ages 7–12 years) and teachers completed ratings at various time-points. Following feedback, where diagnosis and treatment recommendations were provided, caregivers completed questionnaires regarding treatment-seeking initiation. The majority (91.1%) reported seeking treatment. Most reported seeking pharmacological treatment (MED; 82.9%), with fewer seeking behavioral parent training (BPT; 33.9%) or classroom behavior management (CBM; 70.7%). Treatment-seeking predictors varied by treatment modality. Higher parenting stress, agreement with the ADHD diagnosis, and knowledge of ADHD were significant independent predictors of seeking BPT. Greater child externalizing behaviors were a significant independent predictor of seeking CBM. Higher child ADHD inattention, parenting stress, and the parent not having ADHD were significant independent predictors of MED. These results may inform discussion points in communicating diagnostic feedback and treatment recommendations. Clinicians may improve BPT uptake by providing ADHD psychoeducation, thus promoting knowledge and an understanding of the diagnosis. Likewise, inquiring about parental attitudes and experiences with medication among caregivers diagnosed with ADHD may increase MED uptake for children. These results add to the literature indicating that ADHD treatment-seeking is a complex, nuanced process and set the stage for future studies exploring help-seeking behaviors.

Teacher’s Strategy in Dealing with Disruptive Behavior from a Student’s Perspective

Schools provide understanding to students to avoid disruptive behavior. Teachers have strategies to deal with disruptive student behavior in the classroom. This study aims to describe teacher strategies in dealing with student disruptive behavior and reveal students' preferences for teacher strategies in dealing with disruptive behavior of the first grade at a public elementary school in Baki. This type of research is qualitative using a case study approach in an elementary school so that the subject of the study is teachers and students. This research data are information about teacher strategies in dealing with student disruptive behavior and students’ preferences toward teacher strategies in dealing with disruptive behavior in the classroom. The data sources used are students and teachers. Data collection techniques used were observation and interviews. Meanwhile, the data were analyzed using Miles, Huberman, and Saldana’s model consisting of data collection, data reduction, data presentation, and drawing conclusions. The results showed that teachers used several strategies to deal with students' disruptive behaviour, including classroom management, taking individual approaches, behavior management, understanding student characteristics, and teaching social skills. The strategies that students prefer are classroom management, individual approach, and behavior management. Disruptive behavior of students during learning can be reduced if the teacher has an effective strategy and that strategy becomes the student's preference.

Trauma-Informed PBIS: How Educators Can Combine Evidence-Based Practices for Behavior Management With Trauma-Informed Care

Overwhelming events such as neglect, abuse, and violence impact students in a number of ways. Typically, students who have experienced trauma demonstrate significant deficits in skills that promote emotional and behavioral regulation. When these deficits are displayed in the classroom, learning can be significantly disrupted for the survivor and also for his or her peers. Research shows that using evidence-based practices (EBPs) for managing challenging classroom behavior is the most efficient approach to improving outcomes for students. Positive behavioral interventions and supports (PBIS) is a well-researched, multi-tiered framework for behavioral support that has been used in many districts throughout the United States for over 30 years. Many EBPs for classroom behavior management fit well within the framework of PBIS, allowing educators to systematically implement the strategies and use the data they collect for decision-making. This article outlines specific EBPs that fit within the PBIS multi-tiered model and highlights how these examples of sound classroom and behavior management are a cornerstone of a trauma-informed classroom.

Class-wide behaviour management practices reported by pre-and elementary school teachers: Relations with individual and contextual characteristics

<p>This study examined the use of inclusive practices by 1,373 Quebec teachers to promote prosocial behaviour, according to their individual and contextual characteristics. Two questionnaires were used: a sociodemographic and a validated Classroom Behaviour Management Practices Inventory (N = 68 items; 2 dimensions/7 scales α = .70 to .90). Results from descriptive and univariate variance analysis showed that proactive /positive dimension practices (e.g., rules, instructional, reinforcement-based) are used more frequently than reductive dimension practices (e.g., educational consequences), although some of the latter are frequently used. Hierarchical models indicate significant interrelationships with teachers characteristics and the scales of classroom behaviour management practices, but for a small proportion of explained variance.</p>

Profiles of teachers' classroom management style: Differences in perceived school climate and professional characteristics

Teachers are tasked with not only delivering high-quality, evidence-based academic instruction, but they are also responsible for managing student behavior within the classroom and school. To manage these behaviors, teachers can use a variety of strategies that result in a range of outcomes on student and school-wide functioning. Although an overreliance on punitive strategies has been shown to worsen behavior problems, positive strategies and social-emotional learning (SEL) techniques are associated with more favorable outcomes for students' global functioning. In a sample of K–12 teachers (N = 111), we examined direct associations between teachers' use of behavior management techniques (i.e., punitive, positive, and SEL) and their self-reports of perceived school climate. Furthermore, latent profile analysis was used to identify teachers' behavior management styles and evaluate whether teachers' characteristics and perceived school climate predicted behavior management style. Findings not only replicate previous research examining direct associations between behavior management techniques and school climate, but also extend the theoretical understanding of teachers' behavior management approaches. Three profiles of teacher behavior management style emerged, including a (a) Moderate Proactive profile characterized by frequent use of positive strategies and SEL techniques and infrequent use of punitive strategies; (b) Moderate Reactive/Proactive profile characterized by moderate use of both punitive strategies and positive strategies, as well as slightly lower use of SEL techniques; and (c) High Proactive profile characterized by very frequent use of positive strategies and SEL techniques and very infrequent use of punitive strategies. Use of these profiles may enhance understanding of how school psychologists can support teachers' behavior management practices through consultation or professional development to promote effective school and classroom behavior management practices.

Implementation resources to support teachers’ use of behavioral classroom interventions: protocol of a randomized pilot trial

BackgroundTeacher-delivered behavioral classroom management interventions are effective for students with or at-risk for attention-deficit/hyperactivity disorder (ADHD) or other disruptive behavior challenges, but they can be difficult for teachers to use in the classroom. In this study, we will pilot test a package of implementation strategies to support teachers in using behavioral classroom interventions for students with ADHD symptoms.MethodsWe will use a 2-group, randomized controlled trial to compare outcomes for teachers who receive Positive Behavior Management Implementation Resources (PBMIR), a theory and data-driven implementation resource package designed to increase teacher implementation of behavioral classroom management interventions, with those who do not receive this additional implementation support. We will measure teacher implementation outcomes (e.g., observed fidelity to behavioral classroom interventions) and student clinical outcomes (e.g., ADHD-related impairment, ADHD symptoms, student–teacher relationship, academic performance) before and after an 8-week intervention period for both groups; we will also measure teacher-reported acceptability, appropriateness, and feasibility for the PBMIR group following the intervention period.DiscussionIf there is preliminary evidence of feasibility and effectiveness, this pilot study will provide the foundation for evaluation the PBMIR at a larger scale and the potential to improve outcomes for students with or at risk for ADHD.Trial registrationThis clinical trial was registered at ClinicalTrials.gov. (https://clinicaltrials.gov/) on 8/5/2022 which was prior to the time of first participant enrollment. The registration number is: NCT05489081.

Technology-Supported Implementation of an Interdependent Group Contingency Intervention for Classroom Behavior Management

The Good Behavior Game (GBG) is an interdependent group-oriented contingency management system successfully used in school settings to promote positive student behaviors. As a classroom management intervention, there is a large body of evidence for it increasing desirable classroom behaviors and decreasing problem behaviors across a range of student populations. Recent studies have also demonstrated that a positive reinforcement-focused version of the GBG can be successfully implemented using a software application. The purpose of this article is to provide a brief overview of the GBG and its evidence base and describe the steps for implementing the GBG with a freely available software application for classroom management.

Socioemotional competencies and behaviour management at school: An exploratory socio-educational intervention

Socioemotional competencies are based on self-knowledge, self-regulation, social awareness, relational skills and responsible decision-making, presenting a close relationship with the efficient management of behaviours in the classroom. In collaboration with 3 schools in the interior of Portugal, an exploratory socio-educational intervention project was developed over a period of 3 months, with the purpose of promoting the socioemotional competencies of 41 primary school children, as a basis for building classroom behaviour management strategies that would facilitate the teachers’ educational action. The intervention involved a process based on collaborative work between teachers, psychologists and educologists, having been able to produce 8 activities that promote socioemotional competencies. Ethnographic procedures, namely, the use of participant observation, field notes and informal interviews, were used to produce scientifically valid and socially useful knowledge. The results show that each activity works on more than one socioemotional skill. The data allowed to outline 6 efficient strategies to manage classroom behaviour. This exploratory project, besides contributing to enriching the educational project of these schools, proved to be a production of knowledge capable of contributing to filling the gap in terms of guidelines for socioemotional education in Portugal based on field evidence.

A Longitudinal Study of Behavioral Consultation in Inclusive Preschool Classrooms

Teachers in early childhood classrooms face a diverse child population, including children with developmental delays and differences (DD), requiring teachers to exhibit professional skills to address a broad spectrum of developmental needs. At times, early learners with and without DD exhibit challenging behaviors (e.g., aggression, tantrums). Nevertheless, teachers find themselves ill-prepared to manage such behavior and teach under these circumstances due to limited training in classroom behavior management. Applied Behavior Analysis (ABA) is an effective treatment for children with various developmental differences and has proven successful in classroom settings when applied. This report describes a behavior consultation model used in a four-year project in 44 early childhood classrooms with 196 teachers and 97 children identified as having developmental delays and challenging behavior. Recommendations for choosing a behavior consultant for similar settings and a discussion of recurring behavior strategies recommended are presented.

Teacher Participation in Professional Learning Programs in Classroom Behavior Management

Professional learning can help teachers to develop their knowledge and abilities to support their functions and roles as educators. However, studies show that most teachers in Indonesia have not been involved in continuing professional development. This study aims to describe the professional learning program that has been attended by elementary school teachers in Indonesia regarding classroom behavior management. The results of this study indicate that only some of the teacher participants stated that they had participated in a professional learning program on managing student behavior in the classroom. Organizers of the professional learning programs attended by teachers include the Ministry of Education, Culture, Research, and Technology, schools, universities, and other community members. Participants also shared about the benefits of these activities in managing student behavior in the classroom. The results of this study suggest the importance of implementing more professional learning programs that focus on managing student behavior in the classroom, which are designed effectively to have a direct impact on behavior management practices carried out by teachers in the classroom

Classroom Management and Facilitation Approaches That Promote School Connectedness.

When children and youth feel connected to their school, family, and others in their community, they are less likely to engage in risky behaviors and experience negative health. Disruptions to school operations during the COVID-19 pandemic have led many teachers and school administrators to prioritize finding ways to strengthen and re-establish a sense of connectedness among students and between students and adults in school. We conducted a systematic search of peer-reviewed literature that reported on US-based research and were published in English from January 2010 through December 2019 to identify classroom management approaches that have been empirically tied to school connectedness-related outcomes in K-12 school settings. Six categories of classroom management approaches were associated with improved school connectedness among students: (1) teacher caring and support, (2) peer connection and support, (3) student autonomy and empowerment, (4) management of classroom social dynamics, (5) teacher expectations, and (6) behavior management. Prioritizing classroom management approaches that emphasize positive reinforcement of behavior, restorative discipline and communication, development of strong, trusting relationships, and explicitly emphasize fairness has potential to promote equitable disciplinary practices in schools. Classroom management approaches most linked to school connectedness are those that foster student autonomy and empowerment, mitigate social hierarchies and power differentials among students, prioritize positive reinforcement of behavior and restorative disciplinary practices, and emphasize equity and fairness.

NEW NORMAL EDUCATION ON THE TEACHERS’ SKILLS IN MANAGEMENT

This study was conducted to find out the effect of New Normal Education which was described in terms of online and distance learning on teachers? skills in management as to soft and hard skills. Specifically, it aimed to determine the extent of new normal education as to online distance learning in terms of computer competency, virtual classroom behavior management and web resources utilization; and the extent of new normal education as to modular distance learning in terms of lack of communication, learning materials and time management. It also sought to find out the level of teachers? soft skills in management relative to adaptability/flexibility, communication, conflict resolution, creativity, critical thinking, emotional intelligence and problem solving; and the level of teachers? hard skills in management relative to multitasking, social media management and video production. Also, it sought to determine the significant effect of new normal education as to online distance learning and modular distance learning to teachers? soft and hard skills in management. The results of the study implied that out that the extent of new normal education as to online learning in terms of computer competency and virtual classroom behavior management was to a very great extent while the extent of new normal education as to online distance learning was to a great extent. Moreover, the extent of new normal education as to modular distance learning in terms of lack of communication, learning materials and time management were remarked as to a very great extent. The level of all the teachers? soft skills in management were remarked to a very great extent except creativity which was to a great extent. The level of teachers? hard skills in management in terms of multitasking as well as social media management was to a very great extent while video production was to a great extent. The study revealed that new normal education as to online and modular distance learning in terms of computer competency had no significant effect of teachers? soft and hard skills. Moreover, virtual classroom behavior management showed no significant effect on teachers? soft and hard skills in management. In addition, there is a significant effect on teachers? soft skills and hard skills with regards to web resources utilization. It also revealed that only time management for new normal education as to modular distance learning had significant effect on teachers? soft and hard skills in management while lack of communication and learning materials had no significant effect. The null hypotheses: new normal education as to online distance learning has no significant effect on teachers? soft and hard skills in management; and new normal education as to modular distance learning has no significant effect on teachers? soft and hard skills in management were partially accepted. Based on the aforementioned conclusions of this study, it is recommended to establish clear procedures and routines at work that may prevent many problems with time management which enables teachers to be productive, effective and efficient.

Testing the Impact of the Whole-Day Good Behavior Game on Aggressive Behavior: Results of a Classroom-Based Randomized Effectiveness Trial.

Three generations of developmental epidemiologically based randomized field trials of the Good Behavior Game (GBG) have been delivered to Baltimore elementary schools. With the collaboration of family and community partners, all three trials were directed at decreasing proximal targets of aggressive behavior and improving learning in first-grade classrooms with distal mental health and substance abuse outcomes. GBG is a group-contingent classroom behavior management strategy that promotes classmate/peer concern for each child's positive behavior by rewarding teams with below-criterion levels of aggressive, disruptive behavior. GBG targets early risk factors for the above distal outcomes: aggressive, disruptive behavior, family/school relationships, and school failure. Here, we report on the third-generation randomized prevention trial of the GBG (whole-day first grade program (WD)), including 12 elementary schools. WD enhanced the standard curriculum in the areas of classroom behavior management; academic instruction, particularly reading; and family-classroom partnerships. Using a within-school classroom randomized trial design, we: 1) evaluate the effectiveness of the WD program by sex and cohort and 2) measure variation in WD impact by the quality of teachers' behavior management practices. Data from 961 first graders were used in general growth mixture modeling that accounts for classroom randomization to identify distinct developmental trajectories of aggressive, disruptive behavior and GBG impact on these trajectories. In the chronic high aggression trajectory of males, ratings of aggression after WD implementation and to the end of third grade were significantly lower in the WD condition than in controls in classrooms with a higher WD dosage (Cohort 2) and especially in classrooms with higher quality of WD implementation. For females, we found a modest but significant benefit of GBG in the low trajectory class when cohorts were combined. Regarding policy implications, embedding GBG into the curricula in teacher's colleges could better support student learning and behavior. Clinical Trials Registration number: NCT00257088.