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1

The Good Behavior Game: Evaluation of a Classroom Behavior Intervention with English Language Learners

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Mathieu S., Schrauben K. S., Campbell A.

Psychologia Wychowawcza

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2019

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vol. 58(16)

186-195

EN

Various reinforcement strategies have been used to manage classroom behavior, including group contingencies such as the Good Behavior Game (GBG). This study examined whether the Good Behavior Game could be effective in increasing academic engagement and decreasing verbal disruptions in a classroom of kindergarten students who are English Language Learners (ELLs). An ABAB reversal design was used to compare baseline conditions to intervention conditions where the GBG was implemented. Academic engagement was measured using momentary time sampling, and verbal disruptions were measured using partial interval recording. Visual analysis of the data demonstrated a clear functional relation, providing evidence that the GBG intervention successfully increased academic engagement and decreased verbal disruptions. Immediate changes in behavior were observed and remained consistent across conditions. A measure of social validity indicated that the intervention was easy to implement, effective, and beneficial for the students.

2

Documentation and Management of Conflicts in Science Classrooms: Experience from Nigeria

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Oloruntegbe K. O., Alam G. M., Syed Zamri S. N. A.

The New Educational Review

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2013

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vol. 31

86-93

EN

Issues and controversies are part of student variables and characteristics in science learning. Not many teachers are prepared for the kinds of challenges that are capable of engendering new ideas and innovations when they occur in the science classroom. This study investigated the nature of conflicts that are generated in the science classroom. One hundred and four lessons taught by 15 pre-service science teachers in a few Nigerian secondary schools were analyzed. Fifteen negative conflicts were documented. The analysis of the responses to the questionnaire administered to another sample of 220 in-service science teachers not only confirmed the extent and gave the frequency of occurrences of these negative conflicts, but ranked students’ poor home background the highest cause of them. Good methods of teaching, adequately equipped laboratories, provision of an appropriate stimulating environment and training were ranked highest among the remedial strategies suggested by the respondents in tackling conflicts and controversies in the classrooms. Those useful but predictable findings are part of teachers’ customary narratives. For that reason, this study sought to constitute those surface experiences afresh and at deep level perceptions and resolve the conflicts through engaging students in out-of-school activities like visits to a science museum and community exposure.

3

Coping with Misbehaviour and Discipline – the Teachers’ Perspective

100%

Pyżalski J.

The New Educational Review

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2005

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vol. 7

197-206

EN

The paper presents the results of the questionnaire study concerning teachers approaches toward misbehaviour of the students and discipline in the classroom. The sample consisted of 143 teachers from three types of schools (primary schools, middle and secondary schools. The data presented and discussed in this article will cover the topic of teachers’ self evaluation in the field of coping with misbehaviour and discipline and the frequency of particular kinds of misbehaviour experienced by the teachers.

4

From neoliberal policy to neoliberal pedagogy: Racializing and historicizing classroom management

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Casey Z. A., Lozenski B. D., McManimon S. K.

Journal of Pedagogy

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2013

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vol. 4

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issue 1

36-58

EN

In this article we first trace the history of “management,” particularly in the United States, from the plantation to the factory to the corporation, with the intention of understanding and contextualizing “classroom management” in today‘s educational lexicon. To do so, we look at the intertwining history of racial knowledge and the management of enslaved persons; the subsequent development of scientific management; social efficiency educators‘ application of scientific management to education; and conceptions of classroom management in today‘s neoliberal environment, in which education is increasingly positioned as a consumer good subject to individual choice and competitive markets. We further look to examples from post- -colonial Africa to demonstrate the ways in which neocolonial forms of scientific management comingle and entwine with neoliberal policies and procedures. The global phenomenon of scientific management, rife with neoliberalism and racism, is finally examined in the context of (so-called) Culturally Responsive Classroom Management, a neoliberal project that claims to advocate social justice through the process of managing bodies in classrooms.

5

Teachers’ Facility with Evidence-Based Classroom Management Practices: An Investigation of Teachers’ Preparation Programmes and In-service Conditions

88%

Ficarra L., Quinn K.

Journal of Teacher Education for Sustainability

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2014

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vol. 16

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issue 2

71-87

EN

In the present investigation, teachers’ self-reported knowledge and competency ratings for the evidence-based classroom management practices were analysed. Teachers also reflected on how they learned evidence-based classroom management practices. Results suggest that teachers working in schools that implement Positive Behavioural Interventions and Supports (PBIS) had significantly higher mean knowledge ratings in the area of posting, teaching, reviewing, monitoring and reinforcing expectations than those who do not teach in a PBIS school. Teachers certified in special education had significantly higher knowledge and competency ratings in relation to maximising structure, using a continuum of strategies to acknowledge appropriate behaviour and employing a variety of techniques to respond to inappropriate behaviour than those not certified in special education. Teachers’ knowledge of each of these practices came mostly from in-service sources. Implications of these findings for teachers’ preparation in classroom management are discussed.

6

Teachers’ behaviors towards mentally disabled students in physical education classes

88%

Devecioglu S., Karakaya Y. E., Kilinc H. H.

The New Educational Review

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2015

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vol. 40

235-246

EN

The goal of this research was to examine the verbal and non-verbal behaviors of teachers towards mentally disabled students in physical education classes in Special Education Practice Centers (Schools for Mentally Disabled Students) in Turkey. The study was based on qualitative research and data was collected through interview forms prepared by the researchers. The interviews consisted of four semi-structured questions, which were analyzed by using the method of content analysis and qualitative data analysis software. Accordingly, it was observed that teachers used a variety of mimics and gestures as reflections of their body language in order to establish and control class management. The teachers interviewed stated that they consciously used their specific way of posture, walking and sitting in the classroom. They also stated that they frequently changed their positions in the classroom and embraced a variety of distance and touch behaviors towards the mentally disabled students. In conclusion, these teachers have the greatest responsibility to achieve the goals of physical education class for the mentally disabled students. These responsibilities are crucial for the educational advancement of the mentally disabled students. The non-verbal behaviors and expressions of these teachers play a vital role in the mental and behavioral development of the mentally disabled students.

7

Successful Classroom Management in English Language Instruction

51%

Dąbrowska A.

Roczniki Humanistyczne

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2020

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vol. 68

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issue 10

7-18

EN

The aim of this article is to emphasise the significance of adjusting classroom organisation and teaching techniques to primary students. To perform this task effectively, the teacher needs to be familiarised with the characteristics of a child’s development and appropriate management skills. This paper is based on two theories related to early stage English instruction: (i) the Critical Period Hypothesis, and (ii) Piaget’s Theory of Cognitive Development. Applying this theoretical background knowledge to teaching practice would make the teacher more likely to succeed in language teaching.

PL

Umiejętne zarządzanie klasą w procesie nauczania języka angielskiego Artykuł ma na celu podkreślić znaczenie dostosowania organizacji klasy i technik nauczania języka angielskiego do uczniów z różnych grup wiekowych szkoły podstawowej. Aby skutecznie wdrożyć to rozwiązanie, nauczyciel powinien być świadomy różnic rozwojowych dla każdego wieku oraz zdobyć umiejętność zarządzania klasą. Kluczowe znaczenie ma również fachowa wiedza teoretyczna związana z wczesnym nauczaniem języka angielskiego (np. hipoteza okresu krytycznego oraz teoria rozwoju poznawczego według Piageta) i zastosowanie jej w praktyce nauczycielskiej. Aplikując rozwiązania omówione w tym artykule, nauczyciel ma szansę odnieść sukces w nauczaniu języków.

8

Dlouhodobé oběti školní šikany

51%

Janošová P., Vorlíček R., Pospíšilová A.

Československá psychologie (Czechoslovak Psychology)

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2024

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vol. 68

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issue 2

208-221

EN

The aim of the study is an overview of knowledge about chronic victimization by school bullying, which affects approximately 5-15% of pupils. It focuses on its specific risks in the psychosocial (impaired self-esteem and relationships with others), health (especially anxiety disorders, depression, emotional dysregulation, PTSD and borderline symptoms) and academic domains (reduced school achievement and adaptability). It also addresses its biological and individual environmental predictors. Particularly at risk for chronic victimization are students who are both excessively anxious and aggressive. The phenomenon of the ‚Healthy Context Paradox‘ refers to that school-based interventions will reduce overall victimization rates, but often do not eliminate chronic victimization, and the situation of persistent victims may in turn worsen. The study presents the existing knowledge of intervention tailored to the individual situation of chronically bullied students.

CS

Cílem studie je přehled poznatků o chronické viktimizaci školní šikanou, která se týká přibližně 5–15 % žáků. Zaměřuje se na její konkrétní rizika v oblasti psychosociální (narušení sebeúcty a vztahů s druhými), zdravotní (zejm. úzkostné poruchy, depresivita, porucha emoční regulace, symptomatika hraniční poruchy osobnosti a PTSD) a akademické (snížená školní výkonnost i adaptibilita). Zabývá se také jejími biologickými a jednotlivými environmentálními prediktory. Zvláště ohrožení chronickou viktimizací jsou nadměrně úzkostní a zároveň agresivní žáci. Fenomén „paradox zdravého kontextu“ poukazuje na to, že školní intervence sníží celkovou míru viktimizace, ale dlouhodobou viktimizaci často neodstraní a situace přetrvávajících obětí se může naopak zhoršit. Studie prezentuje také dosavadní poznatky o intervenci založené na principu utváření optimálních opatření odpovídajících individuální situaci chronicky šikanovaných žáků.

Refine search results

The Good Behavior Game: Evaluation of a Classroom Behavior Intervention with English Language Learners

Documentation and Management of Conflicts in Science Classrooms: Experience from Nigeria

Coping with Misbehaviour and Discipline – the Teachers’ Perspective

From neoliberal policy to neoliberal pedagogy: Racializing and historicizing classroom management

Teachers’ Facility with Evidence-Based Classroom Management Practices: An Investigation of Teachers’ Preparation Programmes and In-service Conditions

Teachers’ behaviors towards mentally disabled students in physical education classes

Successful Classroom Management in English Language Instruction

Dlouhodobé oběti školní šikany