Download - Evidence based ppt
Evidence-based Practices in
Alba CapdevilaClara Viladrich
Classroom Management: Considerations for Research to Practice
Simonsen, B. et al. (2008). Evidence-Based in Practises in Classroom Management: Considerations for Research to Practise. Education and treatment of children, v31 nº3, 351-380
Table of contents1. Brief description of the article
1.1. Basic concepts needed to understand the article
1.2. Useful for ...
1.3. The aim of the article
2. Literature search methodology: Identification of evidence-based practices
2.1. Maximize structure and predictability
2.2. Post, teach, review, monitor, and reinforce expectations
2.3. Actively engage students in observable ways
2.4. Use a continuum of strategies to acknowledge appropriate behavior
2.5. Use a continuum of strategies to respond to Inappropriate behavior
3. Research to practice
3.1. Guide to implementation Classroom Management Practises throughout the school year
3.2. Assessment of critical features of classroom management
4. Conclusion and implications for future research
1. BRIEF DESCRIPTION OF THE ARTICLE
1.1. Basic concepts: Definitions Classroom management:
describe the process of ensuring that
classroom lessons run smoothly despite disruptive
behaviors by students. The term also implies the
prevention of disruptive behavior.
Emmer &Stough, 2001
Sugai & Horner, 2002
Element of pre-service teacher training and in-service
teacher behaviour and is comprised of 3 central
components:
1. Maximized allocation of time for instruction.
2. Arrangement of instructional activities to
maximize academic engagement and achievement.
3. Proactive behaviour management practices.
1. Brief description
of the article1.1. Basic concepts1.2. Useful for ...1.3. Aim/Purposeof the article 1.4. Structure of theArticle
2. Literature searchmethodology:
3. Research toPractice
4. Conclusion andimplications forfuture research
1. BRIEF DESCRIPTION OF THE ARTICLE
1.1. Basic concepts: Definitions Evidence-based
It is difficult to establish a definition of evidence-based
approaches.
Most organizations agree that evidence-
based practices meet the following criteria:
a) Evaluated using sound
experimental design and
methodology.
b) Demonstrated to be effective
c) Supported by at least 3 empirical
studies publihed in peer-refereed
journals.
A practice is determined to be evidence-based if these criteria are met.
1. Brief description
of the article1.1. Basic concepts1.2. Useful for ...1.3. Aim/Purposeof the article 1.4. Structure of theArticle
2. Literature searchmethodology:
3. Research toPractice
4. Conclusion andimplications forfuture research
1. BRIEF DESCRIPTION OF THE ARTICLE
1.1. Basic concepts: Definitions
Effective action, method: producing results
On-task focused on the job at hand
Off-task behavior "where a student completely
disengages from the learning environment and
task to engage in an unrelated behavior”
Self-esteem respect for oneself (autoestima)
1. Brief description
of the article1.1. Basic concepts1.2. Useful for ...1.3. Aim/Purposeof the article 1.4. Structure of theArticle
2. Literature searchmethodology:
3. Research toPractice
4. Conclusion andimplications forfuture research
1. BRIEF DESCRIPTION OF THE ARTICLE
1.2. Useful for.... Teachers who want to know how to deal with diversity.
Teachers who need tips to manage the class.
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1.3. The aim of the article Describe the outcomes of a systematic literature
search conducted to identify evidence-based
classroom management, practices.
Provide an update on what we know about classroom
management research and guidelines for translating
this research into practical classroom practice.
1. Brief description
of the article1.1. Basic concepts1.2. Useful for ...1.3. Aim/Purposeof the article 1.4. Structure of theArticle
2. Literature searchmethodology:
3. Research toPractice
4. Conclusion andimplications forfuture research
2. Identification of evidence-based practices
LITERATURE SEARCH METHODOLOGY
There are a lot of published studies that deal with the
topic of classroom management.
They searched practices that met their criteria of
“evidence-based”.
Studies were selected if:
a) The setting was a classroom or group context with 2 or
more students
b) School age populations (k-12) were studied
c) The focus was classroom arrangement, instructional
management, increasing behavior, or decreasing
behavior
d) Specific research methodologies were employed
e) The journal used a peer-review process.
2. Literature search
methodology:2.1.Maximize Structure andpredictability 2.2. Post, teach, review, monitor, and reinforce expectations2.3. Actively engage students inobservable ways2.4. Use a continuum of strategies toacknowledgeappropriatebehavior .2.5. Use a continuum of strategies torespond toInappropriate behavior.
3. Research toPractice
4. Conclusion andimplications forfuture research
2. LITERATURE SEARCH METHODOLOGY
Identification of evidence-based practicesResults of literature search:
a) Maximize structure and
predictability
b) Post, teach review, monitor, and reinforce expectations
c) Actively engage students in
observable ways
d) Use a continuum of strategies to
acknowledge appropriate behavior
e) Use a continuum of strategies to
respond to inappropiate behavior
20 Practices grouped
into 5 categories
2. Literature search
methodology:2.1.Maximize Structure andpredictability 2.2. Post, teach, review, monitor, and reinforce expectations2.3. Actively engage students inobservable ways2.4. Use a continuum of strategies toacknowledgeappropriatebehavior .2.5. Use a continuum of strategies torespond toInappropriate behavior.
3. Research toPractice
4. Conclusion andimplications forfuture research
2. LITERATURE SEARCH METHODOLOGY2.1. Maximize structure and predictability
Description
The amount of teacher or adult-directed activity.
The extend to which routines are explicitly defined.
The design of physical arrangement of the class.
2. Literature search
methodology:2.1.Maximize Structure andpredictability 2.2. Post, teach, review, monitor, and reinforce expectations2.3. Actively engage students inobservable ways2.4. Use a continuum of strategies toacknowledgeappropriatebehavior .2.5. Use a continuum of strategies torespond toInappropriate behavior.
3. Research toPractice
4. Conclusion andimplications forfuture research
Permanent structure
Placement of furniture
Visual displays
2. LITERATURE SEARCH METHODOLOGY2.1. Maximize structure and predictability
Evidence base
Classrooms with more structure promote more appropiate academic and social behaviors.
Greater task involvement Friendlier peer interactions More helpful behaviors More attentive behaviors Less aggression
2. Literature search
methodology:2.1.Maximize Structure andpredictability 2.2. Post, teach, review, monitor, and reinforce expectations2.3. Actively engage students inobservable ways2.4. Use a continuum of strategies toacknowledgeappropriatebehavior .2.5. Use a continuum of strategies torespond toInappropriate behavior.
3. Research toPractice
4. Conclusion andimplications forfuture research
Positive
aspects
2. LITERATURE SEARCH METHODOLOGY2.1. Maximize structure and predictability
Research indicates that classroom with more walls (visual dividers) are associated with:
Less teacher distraction in general. Less student distraction from noise. Less restriction of classroom activities. More student satisfaction.
Weinstein (1977) demonstrated that making changes to the classroom design (changes to location of materials, colour, attractiveness of room, use of shelving, etc.) led to:
A more even distribution of children across locations.
A change in the distribution of behaviours observed.
An increase in the variety of appropriate and engaged behaviours.
2. Literature search
methodology:2.1.Maximize Structure andpredictability 2.2. Post, teach, review, monitor, and reinforce expectations2.3. Actively engage students inobservable ways2.4. Use a continuum of strategies toacknowledgeappropriatebehavior .2.5. Use a continuum of strategies torespond toInappropriate behavior.
3. Research toPractice
4. Conclusion andimplications forfuture research
2. LITERATURE SEARCH METHODOLOGY2.2. Post, teach, review, monitor, and reinforce expectations
Description
Establishing expectations includes identifying and definingsmall number of positively stated expectations or rules.
2. Literature search
methodology:2.1.Maximize Structure andpredictability 2.2. Post, teach, review, monitor, and reinforce expectations2.3. Actively engage students inobservable ways2.4. Use a continuum of strategies toacknowledgeappropriatebehavior .2.5. Use a continuum of strategies torespond toInappropriate behavior.
3. Research toPractice
4. Conclusion andimplications forfuture research
2. LITERATURE SEARCH METHODOLOGY2.2. Post, teach, review, monitor, and reinforce expectations
Evidence base
Posting, teaching, reviewing expectations (i.e., socialskills) and providing feedback are associated with:
2. Literature search
methodology:2.1.Maximize Structure andpredictability 2.2. Post, teach, review, monitor, and reinforce expectations2.3. Actively engage students inobservable ways2.4. Use a continuum of strategies toacknowledgeappropriatebehavior .2.5. Use a continuum of strategies torespond toInappropriate behavior.
3. Research toPractice
4. Conclusion andimplications forfuture research
- Decreases in off-task behaviour and
disruptive behaviour (talking out).
- Increases in academic engagement,
leadership and conflict resolution.
2. LITERATURE SEARCH METHODOLOGY2.3. Actively engage students in observable ways
An opportunity to respond (OTR): the teacher prompts or solicits a student response.
Choral responding Response cards
2. Literature search
methodology:2.1.Maximize Structure andpredictability 2.2. Post, teach, review, monitor, and reinforce expectations2.3. Actively engage students inobservable ways2.4. Use a continuum of strategies toacknowledgeappropriatebehavior .2.5. Use a continuum of strategies torespond toInappropriate behavior.
3. Research toPractice
4. Conclusion andimplications forfuture research
2. LITERATURE SEARCH METHODOLOGY2.3. Actively engage students in observable ways
An opportunity to respond (OTR): the teacher prompts or solicits a student response.
Direct instruction: involves the teacher first modeling, then leading students through content, and finally testing student knowledge of presented content.
Use of signs
Progressive learning
Check students knowledge
2. Literature search
methodology:2.1.Maximize Structure andpredictability 2.2. Post, teach, review, monitor, and reinforce expectations2.3. Actively engage students inobservable ways2.4. Use a continuum of strategies toacknowledgeappropriatebehavior .2.5. Use a continuum of strategies torespond toInappropriate behavior.
3. Research toPractice
4. Conclusion andimplications forfuture research
2. LITERATURE SEARCH METHODOLOGY2.3. Actively engage students in observable ways
An opportunity to respond (OTR): the teacher prompts or solicits a student response.
Direct instruction: involves the teacher first modeling, then leading students through content, and finally testing student knowledge of presented content.
Classwide peer tutoring (CWPT): Students are assigned the roles of tutor and tutee.
2. Literature search
methodology:2.1.Maximize Structure andpredictability 2.2. Post, teach, review, monitor, and reinforce expectations2.3. Actively engage students inobservable ways2.4. Use a continuum of strategies toacknowledgeappropriatebehavior .2.5. Use a continuum of strategies torespond toInappropriate behavior.
3. Research toPractice
4. Conclusion andimplications forfuture research
2. LITERATURE SEARCH METHODOLOGY2.3. Actively engage students in observable ways
An opportunity to respond (OTR): the teacher prompts or solicits a student response.
Direct instruction: involves the teacher first modeling, then leading students through content, and finally testing student knowledge of presented content.
Classwide peer tutoring (CWPT): students are assigned the roles of tutor and tutee.
Computer assisted instruction (CAI): use technology. One-on-one instruction
2. Literature search
methodology:2.1.Maximize Structure andpredictability 2.2. Post, teach, review, monitor, and reinforce expectations2.3. Actively engage students inobservable ways2.4. Use a continuum of strategies toacknowledgeappropriatebehavior .2.5. Use a continuum of strategies torespond toInappropriate behavior.
3. Research toPractice
4. Conclusion andimplications forfuture research
2. LITERATURE SEARCH METHODOLOGY2.3. Actively engage students in observable ways
An opportunity to respond (OTR): the teacher prompts or solicits a student response.
Direct instruction: involves the teacher first modeling, then leading students through content, and finally testing student knowledge of presented content.
Classwide peer tutoring (CWPT): students are assigned the roles of tutor and tutee.
Computer assisted instruction (CAI): use technology. One-on-one instruction
Guided notes: the teacher provides outlines that contain the main ideas and blank spaces for students to fill in additional details.
2. Literature search
methodology:2.1.Maximize Structure andpredictability 2.2. Post, teach, review, monitor, and reinforce expectations2.3. Actively engage students inobservable ways2.4. Use a continuum of strategies toacknowledgeappropriatebehavior .2.5. Use a continuum of strategies torespond toInappropriate behavior.
3. Research toPractice
4. Conclusion andimplications forfuture research
2. Literature search
methodology:2.1.Maximize Structure andpredictability 2.2. Post, teach, review, monitor, and reinforce expectations2.3. Actively engage students inobservable ways2.4. Use a continuum of strategies toacknowledgeappropriatebehavior .2.5. Use a continuum of strategies torespond toInappropriate behavior.
3. Research toPractice
4. Conclusion andimplications forfuture research
Practice Benefits
Opportunities to respond
a. Increase in on-task behaviorb. Increase in academic engagementc. Decrease in disruptive behaviord. Increase in the number of correct responses
Direct instruction a. Greater gains across measures of basic skills, cognitive reasoning and self-esteem
b. Greater gains in academic achievementc. Higher rate of on-task behavior
Classwide peer-tutoring
a. Improve academic and reading achievementb. Decrease in off-task behavior c. Increase in academic performance for students with AD/HD
Computer assisted instruction
a. Increase in active engagement time and on-task behavior for students with AD/TH in math. b. Increase in oral reading fluency and on-task behavior for students with AD/TH in reading. c. Similar results for students without AD/TH have been reported.
Guided notes a. Increase in academic achievement as measured by quiz scores
2. LITERATURE SEARCH METHODOLOGY2.4. Use a continuum of strategies to acknowledge appropiate behavior
DescriptionA range of evidence-based strategies that focus on identifying and recognizing appropriate classroom behavior.
Four strategies supported by evidence:
2. Literature search
methodology:2.1.Maximize Structure andpredictability 2.2. Post, teach, review, monitor, and reinforce expectations2.3. Actively engage students inobservable ways2.4. Use a continuum of strategies toacknowledgeappropriatebehavior .2.5. Use a continuum of strategies torespond toInappropriate behavior.
3. Research toPractice
4. Conclusion andimplications forfuture research
• Specific, contingent praise
• Group reinforcement
contingencies
• Behavior contracts
• Token economies
2. LITERATURE SEARCH METHODOLOGY2.4. Use a continuum of strategies to acknowledge appropiate behavior
2. Literature search
methodology:2.1.Maximize Structure andpredictability 2.2. Post, teach, review, monitor, and reinforce expectations2.3. Actively engage students inobservable ways2.4. Use a continuum of strategies toacknowledgeappropriatebehavior .2.5. Use a continuum of strategies torespond toInappropriate behavior.
3. Research toPractice
4. Conclusion andimplications forfuture research
Positive statement, provided by the teacher, when a desired behavior occurs (contingent) to inform students specifically what they did well.
Specific, contingent
praise
2. LITERATURE SEARCH METHODOLOGY2.4. Use a continuum of strategies to acknowledge appropiate behavior
2. Literature search
methodology:2.1.Maximize Structure andpredictability 2.2. Post, teach, review, monitor, and reinforce expectations2.3. Actively engage students inobservable ways2.4. Use a continuum of strategies toacknowledgeappropriatebehavior .2.5. Use a continuum of strategies torespond toInappropriate behavior.
3. Research toPractice
4. Conclusion andimplications forfuture research
A common expectation for a group of learners and a common positive outcome in the expected behavior.
Group reinforcement
contingencies
dependent
interdependent
independent
2. LITERATURE SEARCH METHODOLOGY2.4. Use a continuum of strategies to acknowledge appropiate behavior
2. Literature search
methodology:2.1.Maximize Structure andpredictability 2.2. Post, teach, review, monitor, and reinforce expectations2.3. Actively engage students inobservable ways2.4. Use a continuum of strategies toacknowledgeappropriatebehavior .2.5. Use a continuum of strategies torespond toInappropriate behavior.
3. Research toPractice
4. Conclusion andimplications forfuture research
Written documents that specify a contingency (relationship between behavior and consequence).
Behavior contracts
2. LITERATURE SEARCH METHODOLOGY2.4. Use a continuum of strategies to acknowledge appropiate behavior
2. Literature search
methodology:2.1.Maximize Structure andpredictability 2.2. Post, teach, review, monitor, and reinforce expectations2.3. Actively engage students inobservable ways2.4. Use a continuum of strategies toacknowledgeappropriatebehavior .2.5. Use a continuum of strategies torespond toInappropriate behavior.
3. Research toPractice
4. Conclusion andimplications forfuture research
When students earn tokens (points, poker chips, etc.) contingent upon desired behavior.
Token economies
2. LITERATURE SEARCH METHODOLOGY2.4. Use a continuum of strategies to acknowledge appropiate behavior
Evidence baseEmpirical evidence supports that delivering contingent praise for academic behavior increased participants’:
For appropriate social behavior increased participants’:
2. Literature search
methodology:2.1.Maximize Structure andpredictability 2.2. Post, teach, review, monitor, and reinforce expectations2.3. Actively engage students inobservable ways2.4. Use a continuum of strategies toacknowledgeappropriatebehavior .2.5. Use a continuum of strategies torespond toInappropriate behavior.
3. Research toPractice
4. Conclusion andimplications forfuture research
• Correct responses
• Work productivity &
accuracy
• Language and math
performance on class work
• Academic performance
• On-task behavior
• Student attention
• Compliance
• Positive self-referent
statement
• Cooperative play
Praise
• Decreased transition time• Decreased inappropiate
behavior• Decreased talk-outs &out-of-seat behavior
Group reinforcement & token economies
2. LITERATURE SEARCH METHODOLOGY2.4. Use a continuum of strategies to acknowledge appropiate behavior
Evidence baseEmpirical evidence supports that delivering group reinforcement and token economies have a broad evidential support when used in classroom settings:
2. Literature search
methodology:2.1.Maximize Structure andpredictability 2.2. Post, teach, review, monitor, and reinforce expectations2.3. Actively engage students inobservable ways2.4. Use a continuum of strategies toacknowledgeappropriatebehavior .2.5. Use a continuum of strategies torespond toInappropriate behavior.
3. Research toPractice
4. Conclusion andimplications forfuture research
• Increased positive & decreased
negative verbal interactions
• Increased student preparedness
for class &assignment
completion
• Increased achievement,
appropiate classroom behavior,
and peer social acceptance
• Increased student attention
2. LITERATURE SEARCH METHODOLOGY2.4. Use a continuum of strategies to acknowledge appropiate behavior
Evidence baseAppropriate classroom behavior was improved when group reinforcement contingencies and token economies were combined with:
The use of behavior contracts was related to:
• Establishment and instruction of
class rules
• Self-management and peer-
monitoring
• Social skills training
• Individual contingencies
• Posting positively stated classroom
rules and active teacher
supervision
• Increased student productivity
• Increased on-task behavior and
daily assignment completion
• Improved school grades
• Improved student self-control
2. Literature search
methodology:2.1.Maximize Structure andpredictability 2.2. Post, teach, review, monitor, and reinforce expectations2.3. Actively engage students inobservable ways2.4. Use a continuum of strategies toacknowledgeappropriatebehavior .2.5. Use a continuum of strategies torespond toInappropriate behavior.
3. Research toPractice
4. Conclusion andimplications forfuture research
2. LITERATURE SEARCH METHODOLOGY2.4. Use a continuum of strategies to respond to inappropriate behavior
1. Brief, contingent, and specific error correction or explicit reprimands
States the observed behavior and tells the student what
they should do in the future in a brief, concise manner.
2. Literature search
methodology:2.1.Maximize Structure andpredictability 2.2. Post, teach, review, monitor, and reinforce expectations2.3. Actively engage students inobservable ways2.4. Use a continuum of strategies toacknowledgeappropriatebehavior .2.5. Use a continuum of strategies torespond toInappropriate behavior.
3. Research toPractice
4. Conclusion andimplications forfuture research
2. LITERATURE SEARCH METHODOLOGY2.4. Use a continuum of strategies to respond to inappropriate behavior
1. Brief, contingent, and specific error correction or explicit reprimands
States the observed behavior and tells the student what
they should do in the future in a brief, concise manner.
2. Performance feedbackStudents are provided with data regarding their engagement in target behaviors.
2. Literature search
methodology:2.1.Maximize Structure andpredictability 2.2. Post, teach, review, monitor, and reinforce expectations2.3. Actively engage students inobservable ways2.4. Use a continuum of strategies toacknowledgeappropriatebehavior .2.5. Use a continuum of strategies torespond toInappropriate behavior.
3. Research toPractice
4. Conclusion andimplications forfuture research
2. LITERATURE SEARCH METHODOLOGY2.4. Use a continuum of strategies to respond to inappropriate behavior
1. Brief, contingent, and specific error correction or explicit reprimands
States the observed behavior and tells the student what
they should do in the future in a brief, concise manner.
2. Performance feedbackStudents are provided with data regarding their engagement in target behaviors.
3. Differential reinforcementApply different positive reinforcement strategies.
2. Literature search
methodology:2.1.Maximize Structure andpredictability 2.2. Post, teach, review, monitor, and reinforce expectations2.3. Actively engage students inobservable ways2.4. Use a continuum of strategies toacknowledgeappropriatebehavior .2.5. Use a continuum of strategies torespond toInappropriate behavior.
3. Research toPractice
4. Conclusion andimplications forfuture research
2. LITERATURE SEARCH METHODOLOGY2.4. Use a continuum of strategies to respond to inappropriate behavior
1. Brief, contingent, and specific error correction or explicit reprimands
States the observed behavior and tells the student what
they should do in the future in a brief, concise manner.
2. Performance feedbackStudents are provided with data regarding their engagement in target behaviors.
3. Differential reinforcementApply different positive reinforcement strategies.
4. Planned ignoringThe teacher ignores a student on purpose.
2. Literature search
methodology:2.1.Maximize Structure andpredictability 2.2. Post, teach, review, monitor, and reinforce expectations2.3. Actively engage students inobservable ways2.4. Use a continuum of strategies toacknowledgeappropriatebehavior .2.5. Use a continuum of strategies torespond toInappropriate behavior.
3. Research toPractice
4. Conclusion andimplications forfuture research
2. LITERATURE SEARCH METHODOLOGY2.4. Use a continuum of strategies to respond to inappropriate behavior
1. Brief, contingent, and specific error correction or explicit reprimands
States the observed behavior and tells the student what
they should do in the future in a brief, concise manner.
2. Performance feedbackStudents are provided with data regarding their engagement in target behaviors.
3. Differential reinforcementApply different positive reinforcement strategies.
4. Planned ignoringThe teacher ignores a student on purpose.
5. Response costWhen a stimulus (token) is removed.
2. Literature search
methodology:2.1.Maximize Structure andpredictability 2.2. Post, teach, review, monitor, and reinforce expectations2.3. Actively engage students inobservable ways2.4. Use a continuum of strategies toacknowledgeappropriatebehavior .2.5. Use a continuum of strategies torespond toInappropriate behavior.
3. Research toPractice
4. Conclusion andimplications forfuture research
2. LITERATURE SEARCH METHODOLOGY2.4. Use a continuum of strategies to respond to inappropriate behavior
1. Brief, contingent, and specific error correction or explicit reprimands
States the observed behavior and tells the student what
they should do in the future in a brief, concise manner.
2. Performance feedbackStudents are provided with data regarding their engagement in target behaviors.
3. Differential reinforcementApply different positive reinforcement strategies.
4. Planned ignoringThe teacher ignores a student on purpose.
5. Response costWhen a stimulus (token) is removed.
6. Time out from reinforcement
2. Literature search
methodology:2.1.Maximize Structure andpredictability 2.2. Post, teach, review, monitor, and reinforce expectations2.3. Actively engage students inobservable ways2.4. Use a continuum of strategies toacknowledgeappropriatebehavior .2.5. Use a continuum of strategies torespond toInappropriate behavior.
3. Research toPractice
4. Conclusion andimplications forfuture research
Practice Benefits
Error correction
a. In oral reading activities improved word recognition and reading comprehension. b. Error corrections that were discrete or quiet were more effective than longer or loud in tone error correction.
Performance feedback
a. Increase in appropriate behavior of all students.
Differential reinforcement
a. Improve overall appropriate behavior. b. Reduce inappropriate behavior.
Planned ignoreda. Increases in appropriate social and study behavior.
Response costa. Decrease swearing, aggressive behavior and inappropriate behavior.
Time out from reinforcement
a. Decrease inappropriate behavior
2. Literature search
methodology:2.1.Maximize Structure andpredictability 2.2. Post, teach, review, monitor, and reinforce expectations2.3. Actively engage students inobservable ways2.4. Use a continuum of strategies toacknowledgeappropriatebehavior .2.5. Use a continuum of strategies torespond toInappropriate behavior.
3. Research toPractice
4. Conclusion andimplications forfuture research
2. LITERATURE SEARCH METHODOLOGY2.4. Use a continuum of strategies to respond to inappropriate behavior
3. RESEARCH TO PRACTICE
Classroom management begins long before the students come into the classroom. Effective teachers plan their classroom management before the school year begins, and know what tasks they will need to undertake at the beginning and throughout the year.
1. Brief descriptionof the article
2. Literature searchMethodology
3. Research toPractice3.1. Guide to implementantionclassroom management practises throughout the school year. 3.2. Assessment of Critical features of Classroom management.
4. Conclusion andimplications forfuture research
3. RESEARCH TO PRACTICE1. Brief descriptionof the article
2. Literature searchMethodology
3. Research toPractice3.1. Guide to implementantionclassroom management practises throughout the school year. 3.2. Assessment of Critical features of Classroom management.
4. Conclusion andimplications forfuture research
3. RESEARCH TO PRACTICE1. Brief descriptionof the article
2. Literature searchMethodology
3. Research toPractice3.1. Guide to implementantionclassroom management practises throughout the school year. 3.2. Assessment of Critical features of Classroom management.
4. Conclusion andimplications forfuture research
3. RESEARCH TO PRACTICE
3.2. Assessment of Critical features of
Classroom Management
1. Brief descriptionof the article
2. Literature searchMethodology
3. Research toPractice3.1. Guide to implementantionclassroom management practises throughout the school year. 3.2. Assessment of Critical features of Classroom management.
4. Conclusion andimplications forfuture research
3. RESEARCH TO PRACTICE
3.2. Assessment of Critical features of
Classroom Management
Can be used by teachers to evaluate their own progress
or by observers to provide specific and contingent
feedback to guide a teacher’s implementation of the
critical features.
1. Brief descriptionof the article
2. Literature searchMethodology
3. Research toPractice3.1. Guide to implementantionclassroom management practises throughout the school year. 3.2. Assessment of Critical features of Classroom management.
4. Conclusion andimplications forfuture research
Answers Yes Classroom Management is considered
10 or more Effective
7-10 items Somewhat effective
Fewer than 7 Need improvement
4. CONCLUSION AND IMPLICATIONS FOR
FUTURE RESEARCH
1. Each of the critical features can be implmented by teachers with careful
planning.
2. The Classroom Management Assessment tool can be used to identify current levels of
performance and develop a plan for improvement.
3. Researchers should take the following steps to validate, update and expand upon past
research. - Focus on the previous studies’ characteristics.
- Identify the parameters under which procedure is optimized.
- Focus on efforts to evaluate teachers’ methods to maximize their use of evidence based-practices.
- Identify the most effective strategies
1. Brief descriptionof the article
2. Literature searchMethodology
3. Research toPractice
4. Conclusion andimplications forfuture research
“In a language course success depends less on materials, techniques and linguistic analyses, and more on what goes on inside and between the people in the classroom”
Dorney Malderez, 1999