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This study represents a continuation of research efforts to further refine the Inventory of Classroom Management Style, an instrument designed to measure teachers' perceptions of their classroom management beliefs and practices. "Classroom management" is an umbrella term describing teacher efforts to oversee a multitude of activities in the classroom including learning, social interaction, and student behavior. The primary objective of this study was to investigate differences between the classroom management styles of elementary and secondary level educators. A second objective of the study was to further substantiate the construct validity of the Inventory of Classroom Management Style (ICMS). Data were collected utilizing the ICMS, the Locus of Control Scale for Teachers (LCST), and the Impression Management sub-scale of the 16 Personality Factor Questionnaire (16 PF). The subject pool was composed of 257 certified teachers; 23 percent certified at the elementary level, 62.3 percent certified at the secondary level; of this pool, approximately two-thirds were female. Elementary teachers scored significantly less interventionist on the ICMS than their secondary level counterparts. However, results revealed no significant differences between elementary and secondary level teachers regarding locus of control or the Impression Management sub-scale of the 16 PF. (Contains 15 references.) (Author/ND)

With heightened awareness to issues of school safety, it is important for elementary schools to take an active role in promoting constructive responses to conflict. The week of May 1-7, 2000 has been designated as Conflict Management Week by the Governor of Ohio. Conflict is a natural and inevitable part of living; however, managing conflict is difficult for many people because they have not been taught how to resolve differences in cooperative, nonviolent ways. This activity booklet/guide first offers ideas for how schools can engage in school-wide activities. The guide then describes a process for improving the overall climate of the school through the use of the classroom meetings. Six steps to conflict resolution are offered in the guide, as well as activities for helping students become aware of underlying causes of conflict. According to the guide, in addition to learning steps of a conflict management process, teachers may also work with students to enhance the communication skills used in conflict management; these include understanding blocks to communication, being aware of nonverbal communication, using "I" statements, and using active listening skills. The guide is divided into four broad sections: School-Wide Activities; Learning about Conflict; Communication Activities; and Conflict Management across the Curriculum. (NKA)

Includes bibliographical references (p. 95-96) and index

Includes bibliographical references (p. 95-96) and index

Includes index

Includes index

This study was designed to see whether a model program utilizing alternative disciplinary actions as a means to improve the discipline problems at Herbert Marcus Elementary School would be successful in (1) reducing the number of student misbehaviors, (2) providing more appropriate learning situations for the needs of individual students, and (3) reducing the apparently racially-biased disproportion of disciplinary actions against minority students. Staff development sessions were held for over a year with the assistance of the principal and visiting professionals who taught teachers methods of identifying student problems and averting potential discipline problems. Faculty answered questionnaires before and after the program, rating themselves on a variety of skills indicative of classroom control. The Fink Interaction Analysis System was used to chart teacher behavior in the classroom in terms of number of positive and negative behaviors related to interacting with students. Analysis of the data indicated that the program was effective in improving teacher competencies, while at the same time student academic achievement improved as disciplinary behavior decreased. (Appendixes are attached which include the teacher questionnaires, Fink Observation Sheet samples, and statements concerning the philosophy and guidelines of the school. Two bibliographies are also included.) (CD)

This study provided a basis for answering the following essential question: Does the years of experience affect teachers' classroom management approaches? Data were collected from 268 primary school teachers. The findings of this study demonstrated that experienced teachers are more likely to prefer to be in control in their classrooms than beginning teachers while interacting with students when making decisions. Investigating the previous studies, researchers were able to discover that there is certain path teachers follow through their career. While preservice teachers prefer non-interventionism (minimum teacher control), they support interactionism (shared control) during internship and early career years, and finally they prefer to choose complete teacher control when they become experienced teachers. Appended to this document is the Behavior and Instructional Management Scale. (Contains 3 tables.)

Teacher efficacy has been one of the few variables consistently related to positive teaching behavior and student outcomes. Teacher efficacy can also be related with teacher's classroom management approaches (Henson, 2001). The purpose of this study was to assess differences between Turkish elementary and secondary preservice teachers' science teaching efficacy and classroom management beliefs. Data in this study were collected from a total number of 646 preservice teachers enrolled in elementary and secondary science teacher education programs in Turkey using Science Teaching Efficacy Belief Instrument (STEBI-B) (Enochs & Riggs, 1990) and the Attitudes and Beliefs on Classroom Control (ABCC) Inventory (Martin, Yin, & Baldwin, 1998). Results indicated that secondary preservice teachers were more efficacious than the elementary counterparts on the two dimensions of the STEBI-B. However, all participants were found to be more interventionist on the instructional management and non-interventionist on the people management. In addition, analyses were not revealed any significant gender and education level differences on the subscales of the ABCC Inventory.

Increasing consideration is being given in the the United States to moving away from corporal punishment as a discipline alternative. Therefore, it is important to look at the experiences of countries such as Norway that have abolished corporal punishment. In this study, questionnaires regarding classroom management techniques were completed by 286 primary level teachers from 63 rural and urban schools in Norway. Almost all students were middle class and Norwegian-speaking. Praise, providing an enjoyable activity, and giving extra recess were the most frequently used reward techniques. Verbal reprimands were the most frequently used negative reinforcement. Other frequently used management techniques were moving the disturbing pupil away from the distracting stimulus, making eye contact, and making physical contact by placing a hand on the pupil's shoulder or arm. Techniques spontaneously suggested by teachers focused on listening, discussing, and communicating expectations. Teachers also indicated good working relationships with parents. Many behavior modification and punishment techniques used in the United States were either not used at all or used by very few. While Norwegian teachers indicated interest in learning more about classroom management techniques, it was concluded from 12 months of observation that this interest was not due to inadequate classroom management. It was suggested that more frequent recesses may help to reduce discipline problems. (CB)

The major early influences and actual training methods by which classroom management routines and behavioral control strategies are established in the first grade of Japanese elementary schools are examined in the first of three sections of this study. Drawing on relevant literature and preliminary results of an 18-month ethnographic study of Japanese preschools and first grade classrooms, this paper traces the roots of the inculcation of classroom discipline, the management strategies of behavior control, and the early socialization of attitudes toward learning activities. The second section discusses the nature of preschools and day care centers as an environment for the acquisition of basic classroom routines and attitudes. The third section examines the methods used by Japanese first grade teachers during the first weeks of school to train efficient and orderly classroom routines and to establish expectations and sanctions for appropriate classroom behavior. The paper concludes by considering the continuity of these routines and disciplinary approaches over the remainder of the child's public school career and offers some observations on the relevance of the Japanese approach to the United States system. (RSL)

The major early influences and actual training methods by which classroom management routines and behavioral control strategies are established in the first grade of Japanese elementary schools are examined in the first of three sections of this study. Drawing on relevant literature and preliminary results of an 18-month ethnographic study of Japanese preschools and first grade classrooms, this paper traces the roots of the inculcation of classroom discipline, the management strategies of behavior control, and the early socialization of attitudes toward learning activities. The second section discusses the nature of preschools and day care centers as an environment for the acquisition of basic classroom routines and attitudes. The third section examines the methods used by Japanese first grade teachers during the first weeks of school to train efficient and orderly classroom routines and to establish expectations and sanctions for appropriate classroom behavior. The paper concludes by considering the continuity of these routines and disciplinary approaches over the remainder of the child's public school career and offers some observations on the relevance of the Japanese approach to the United States system. (RSL)

This study was one of a series of field experiments designed to accomplish three purposes: (1) to validate research-based principles of classroom organization and management found in correlational research to be related to instructional and managerial effectiveness in elementary classrooms (grades 1-6); (2) to determine if school district personnel and other teachers could conduct management workshops and collect data on teachers' use of the principles; and (3) to assess whether professional development workshops in classroom management could provide additional skills to teachers already trained in the state's instructional skills program. Results showed that workshops and classroom observations could be accomplished by personnel, and the experimental group exceeded the control group in use of key management principles, had better student task engagement, and had less inappropriate behavior. This study supports similar findings in secondary classrooms. (Author)

63 pages : 28 cm

63 pages : 28 cm

The literature on elementary school classroom management is reviewed. Topics include student characteristics and individual differences, preparing the classroom as a learning environment, organizing instruction and support activities to maximize student engagement in productive tasks, developing workable housekeeping procedures and conduct rules, managing groups during instruction, motivating and shaping desired behavior, resolving conflict and dealing with students' personal adjustment problems, and orchestration of these elements into an internally consistent and effective system. Promising teacher education approaches are discussed in the closing section. (Authors/JD)

The Classroom Management Improvement Study (CMIS) tested the effectiveness of research-based classroom management principles and strategies in elementary school classrooms. Participating in the study were 41 teachers, divided into a treatment group that received a CMIS teacher's manual and participated in two workshops, and a control group. Half of the control group received the CMIS treatment in the middle of the school year to assess the effects of midyear intervention. Results indicated that teachers who received the CMIS treatment at the beginning of school implemented the recommended management strategies significantly more than did the control group teachers. Treatment in the middle of the school year had a limited impact on teachers' behavior. This report provides an overview of the CMIS: its background, treatment design, methodology and instrumentation, analyses of the major hypotheses and research questions, and discussion of the implications of the results for research on management and for teacher training. After the text, two-thirds of the document consists of 15 data tables and 14 appendices that include teacher workshop materials, a list of teacher manual contents, observer guidelines, all instruments, and teacher interview protocols. (MLF)

The Classroom Management Improvement Study (CMIS) tested the effectiveness of research-based classroom management principles and strategies in elementary school classrooms. Participating in the study were 41 teachers, divided into a treatment group that received a CMIS teacher's manual and participated in two workshops, and a control group. Half of the control group received the CMIS treatment in the middle of the school year to assess the effects of midyear intervention. Results indicated that teachers who received the CMIS treatment at the beginning of school implemented the recommended management strategies significantly more than did the control group teachers. Treatment in the middle of the school year had a limited impact on teachers' behavior. This report provides an overview of the CMIS: its background, treatment design, methodology and instrumentation, analyses of the major hypotheses and research questions, and discussion of the implications of the results for research on management and for teacher training. After the text, two-thirds of the document consists of 15 data tables and 14 appendices that include teacher workshop materials, a list of teacher manual contents, observer guidelines, all instruments, and teacher interview protocols. (MLF)

The Classroom Management Improvement Study (CMIS) tested the effectiveness of research-based classroom management principles and strategies in elementary school classrooms. Participating in the study were 41 teachers, divided into a treatment group that received a CMIS teacher's manual and participated in two workshops, and a control group. Half of the control group received the CMIS treatment in the middle of the school year to assess the effects of midyear intervention. Results indicated that teachers who received the CMIS treatment at the beginning of school implemented the recommended management strategies significantly more than did the control group teachers. Treatment in the middle of the school year had a limited impact on teachers' behavior. This report provides an overview of the CMIS: its background, treatment design, methodology and instrumentation, analyses of the major hypotheses and research questions, and discussion of the implications of the results for research on management and for teacher training. After the text, two-thirds of the document consists of 15 data tables and 14 appendices that include teacher workshop materials, a list of teacher manual contents, observer guidelines, all instruments, and teacher interview protocols. (MLF)

The Classroom Management Improvement Study (CMIS) tested the effectiveness of research-based classroom management principles and strategies in elementary school classrooms. Participating in the study were 41 teachers, divided into a treatment group that received a CMIS teacher's manual and participated in two workshops, and a control group. Half of the control group received the CMIS treatment in the middle of the school year to assess the effects of midyear intervention. Results indicated that teachers who received the CMIS treatment at the beginning of school implemented the recommended management strategies significantly more than did the control group teachers. Treatment in the middle of the school year had a limited impact on teachers' behavior. This report provides an overview of the CMIS: its background, treatment design, methodology and instrumentation, analyses of the major hypotheses and research questions, and discussion of the implications of the results for research on management and for teacher training. After the text, two-thirds of the document consists of 15 data tables and 14 appendices that include teacher workshop materials, a list of teacher manual contents, observer guidelines, all instruments, and teacher interview protocols. (MLF)

xvi, 344 p. : 24 cm

Includes bibliographical references and index

Includes bibliographical references and index

Includes bibliographical references and index

The purpose of this study was to investigate the relationship between classroom management styles of the teachers and their academic optimism. In this study, three types of classroom management styles (interventionist style, interactionist style, and non-interventionist style) have been considered. Research community is all public primary school teachers in the Isfahan province in academic year 2014-2015. The sample size was calculated using the formula of Cochran 384. It is a multi-stage cluster sampling method. Classroom management style has been calculated using standard questionnaires of classroom management style of Wolfgang and Glickman (1986). The academic optimism variable was evaluated using academic optimism questionnaire of A. Hoy, Tarter, and W. Hoy (2006) in a sample of 384 teachers. The results showed that there is a significant relation between classroom management style of the teachers and their academic optimism and the correlation coefficient equal to 39% was obtained and the correlation coefficient of 47% was obtained between the academic optimism and non-interventionist classroom management, and the correlation coefficient of 43% was obtained between the academic optimism and interactionist classroom management, and the correlation coefficient of 24% was obtained between the academic optimism and interventionist classroom management that is significant. According to the results, the classroom management style is a variable that has relation with academic optimism and at academic opportunities it must be emphasized.

This study examined what elementary physical education teachers knew about classroom management, how that knowledge was gained, and how teacher knowledge changed over time. A total of 20 white, male and female physical educators completed individual interviews that examined their personal knowledge base about classroom management. Data analysis indicated that learning to manage one's own classroom was a developmental process influenced by personal and contextual forces. What teachers valued most was the knowledge that came from personal practice. They believed strongly in their wisdom of practice and the wisdom of other colleagues' practice. They did not, however, give much credence to wisdom from their teacher education programs. Respondents valued the role of their college field-based experiences and suggested adding more practicum opportunities into the undergraduate program. They used multiple classroom management strategies. On average, respondents had taught for 15 years, yet they consistently spoke of their willingness to change and seek out information to improve their classroom management skills. (Contains 27 references.) (SM)

This study aims to explore Turkish elementary teachers' (1) perceptions of classroom management, (2) classroom management problems they experience, (3) factors causing these problems, and (4) their classroom management practices. The study employed phenomenological research design in the qualitative tradition. The participants included 15 elementary teachers who were selected purposefully through maximum variation sampling. The data were collected through semi-structured interviews and analyzed through content analysis. Teachers reported classroom management problems in relation to physical environment, planning, time management, relationship management, and behavior management that have a connection to students, teachers, schools, classes, curricula, courses, and parents. Teachers described practices they employed to deal with these problems in relation to physical environment (e.g., seating arrangement), planning (e.g., developing effective lesson plans), time management (e.g., preparation for the class beforehand), relationship management (e.g., encouraging team spirit), and behavior management (e.g., assigning responsibilities to students). The sources of classroom management problems and potential solutions employed provide an insight into teachers' classroom management practices as well as implications for improving their classroom management skills.

This study aims to explore Turkish elementary teachers' (1) perceptions of classroom management, (2) classroom management problems they experience, (3) factors causing these problems, and (4) their classroom management practices. The study employed phenomenological research design in the qualitative tradition. The participants included 15 elementary teachers who were selected purposefully through maximum variation sampling. The data were collected through semi-structured interviews and analyzed through content analysis. Teachers reported classroom management problems in relation to physical environment, planning, time management, relationship management, and behavior management that have a connection to students, teachers, schools, classes, curricula, courses, and parents. Teachers described practices they employed to deal with these problems in relation to physical environment (e.g., seating arrangement), planning (e.g., developing effective lesson plans), time management (e.g., preparation for the class beforehand), relationship management (e.g., encouraging team spirit), and behavior management (e.g., assigning responsibilities to students). The sources of classroom management problems and potential solutions employed provide an insight into teachers' classroom management practices as well as implications for improving their classroom management skills.

This study aims to explore Turkish elementary teachers' (1) perceptions of classroom management, (2) classroom management problems they experience, (3) factors causing these problems, and (4) their classroom management practices. The study employed phenomenological research design in the qualitative tradition. The participants included 15 elementary teachers who were selected purposefully through maximum variation sampling. The data were collected through semi-structured interviews and analyzed through content analysis. Teachers reported classroom management problems in relation to physical environment, planning, time management, relationship management, and behavior management that have a connection to students, teachers, schools, classes, curricula, courses, and parents. Teachers described practices they employed to deal with these problems in relation to physical environment (e.g., seating arrangement), planning (e.g., developing effective lesson plans), time management (e.g., preparation for the class beforehand), relationship management (e.g., encouraging team spirit), and behavior management (e.g., assigning responsibilities to students). The sources of classroom management problems and potential solutions employed provide an insight into teachers' classroom management practices as well as implications for improving their classroom management skills.

This study aims to explore Turkish elementary teachers' (1) perceptions of classroom management, (2) classroom management problems they experience, (3) factors causing these problems, and (4) their classroom management practices. The study employed phenomenological research design in the qualitative tradition. The participants included 15 elementary teachers who were selected purposefully through maximum variation sampling. The data were collected through semi-structured interviews and analyzed through content analysis. Teachers reported classroom management problems in relation to physical environment, planning, time management, relationship management, and behavior management that have a connection to students, teachers, schools, classes, curricula, courses, and parents. Teachers described practices they employed to deal with these problems in relation to physical environment (e.g., seating arrangement), planning (e.g., developing effective lesson plans), time management (e.g., preparation for the class beforehand), relationship management (e.g., encouraging team spirit), and behavior management (e.g., assigning responsibilities to students). The sources of classroom management problems and potential solutions employed provide an insight into teachers' classroom management practices as well as implications for improving their classroom management skills.

A select portion of the educational management literature is reviewed in the three sections of this paper. The first section discusses literature concerning the amount of time students spend in school. Specific attention is given to the quantity of schooling, the allocation of school time, student engagement in academic tasks, and the relationship of these three variables to learning. The second section describes the kinds of activities elementary school teachers typically conduct in their classrooms. The literature reviewed focuses on the format of lessons (especially the recitation format), the relationship between activity format and behavior, characteristics of lesson formats, the signal system of lessons, pacing of lessons, the structure of the school day, and activity segments. The final section examines two of the major management issues faced by classroom teachers: the management of transitions between activities and the development and implementation of teaching plans. Subtopics discussed in the final section include reducing the length and chaos of transitions through advance preparation, establishment of clear boundaries, use of routines, movement management, and preactive planning. (RH)

A select portion of the educational management literature is reviewed in the three sections of this paper. The first section discusses literature concerning the amount of time students spend in school. Specific attention is given to the quantity of schooling, the allocation of school time, student engagement in academic tasks, and the relationship of these three variables to learning. The second section describes the kinds of activities elementary school teachers typically conduct in their classrooms. The literature reviewed focuses on the format of lessons (especially the recitation format), the relationship between activity format and behavior, characteristics of lesson formats, the signal system of lessons, pacing of lessons, the structure of the school day, and activity segments. The final section examines two of the major management issues faced by classroom teachers: the management of transitions between activities and the development and implementation of teaching plans. Subtopics discussed in the final section include reducing the length and chaos of transitions through advance preparation, establishment of clear boundaries, use of routines, movement management, and preactive planning. (RH)

A select portion of the educational management literature is reviewed in the three sections of this paper. The first section discusses literature concerning the amount of time students spend in school. Specific attention is given to the quantity of schooling, the allocation of school time, student engagement in academic tasks, and the relationship of these three variables to learning. The second section describes the kinds of activities elementary school teachers typically conduct in their classrooms. The literature reviewed focuses on the format of lessons (especially the recitation format), the relationship between activity format and behavior, characteristics of lesson formats, the signal system of lessons, pacing of lessons, the structure of the school day, and activity segments. The final section examines two of the major management issues faced by classroom teachers: the management of transitions between activities and the development and implementation of teaching plans. Subtopics discussed in the final section include reducing the length and chaos of transitions through advance preparation, establishment of clear boundaries, use of routines, movement management, and preactive planning. (RH)

A select portion of the educational management literature is reviewed in the three sections of this paper. The first section discusses literature concerning the amount of time students spend in school. Specific attention is given to the quantity of schooling, the allocation of school time, student engagement in academic tasks, and the relationship of these three variables to learning. The second section describes the kinds of activities elementary school teachers typically conduct in their classrooms. The literature reviewed focuses on the format of lessons (especially the recitation format), the relationship between activity format and behavior, characteristics of lesson formats, the signal system of lessons, pacing of lessons, the structure of the school day, and activity segments. The final section examines two of the major management issues faced by classroom teachers: the management of transitions between activities and the development and implementation of teaching plans. Subtopics discussed in the final section include reducing the length and chaos of transitions through advance preparation, establishment of clear boundaries, use of routines, movement management, and preactive planning. (RH)

A select portion of the educational management literature is reviewed in the three sections of this paper. The first section discusses literature concerning the amount of time students spend in school. Specific attention is given to the quantity of schooling, the allocation of school time, student engagement in academic tasks, and the relationship of these three variables to learning. The second section describes the kinds of activities elementary school teachers typically conduct in their classrooms. The literature reviewed focuses on the format of lessons (especially the recitation format), the relationship between activity format and behavior, characteristics of lesson formats, the signal system of lessons, pacing of lessons, the structure of the school day, and activity segments. The final section examines two of the major management issues faced by classroom teachers: the management of transitions between activities and the development and implementation of teaching plans. Subtopics discussed in the final section include reducing the length and chaos of transitions through advance preparation, establishment of clear boundaries, use of routines, movement management, and preactive planning. (RH)

A select portion of the educational management literature is reviewed in the three sections of this paper. The first section discusses literature concerning the amount of time students spend in school. Specific attention is given to the quantity of schooling, the allocation of school time, student engagement in academic tasks, and the relationship of these three variables to learning. The second section describes the kinds of activities elementary school teachers typically conduct in their classrooms. The literature reviewed focuses on the format of lessons (especially the recitation format), the relationship between activity format and behavior, characteristics of lesson formats, the signal system of lessons, pacing of lessons, the structure of the school day, and activity segments. The final section examines two of the major management issues faced by classroom teachers: the management of transitions between activities and the development and implementation of teaching plans. Subtopics discussed in the final section include reducing the length and chaos of transitions through advance preparation, establishment of clear boundaries, use of routines, movement management, and preactive planning. (RH)

A select portion of the educational management literature is reviewed in the three sections of this paper. The first section discusses literature concerning the amount of time students spend in school. Specific attention is given to the quantity of schooling, the allocation of school time, student engagement in academic tasks, and the relationship of these three variables to learning. The second section describes the kinds of activities elementary school teachers typically conduct in their classrooms. The literature reviewed focuses on the format of lessons (especially the recitation format), the relationship between activity format and behavior, characteristics of lesson formats, the signal system of lessons, pacing of lessons, the structure of the school day, and activity segments. The final section examines two of the major management issues faced by classroom teachers: the management of transitions between activities and the development and implementation of teaching plans. Subtopics discussed in the final section include reducing the length and chaos of transitions through advance preparation, establishment of clear boundaries, use of routines, movement management, and preactive planning. (RH)

Classroom management remains a challenge for many teachers. The approach and delivery of professional development (PD) in classroom management may determine how well teachers are able to apply evidence-based approaches in their classrooms. We use existing literature to identify the key features that make in-service PD effective and present them as the defining features of a recently developed PD program, "Classroom Management in Action," which blends online technology, evidence-based practice in positive behavior support, video modeling, self-paced/step-by-step activities, and tools for aiding and measuring fidelity and behavioral outcomes. We report results from studies documenting the program's social validity, the psychometrics of its online behavioral assessment tool, and its effectiveness based on an initial pilot test using a randomized controlled field trial involving 101 classrooms. We offer recommendations for future research on PD in classroom management and implications for policy and practice.

After going through Assertive Discipline training, a student teacher entered her new first-grade class. The mentor classroom teacher did not use Assertive Discipline, but gave permission for the student teacher to use this management system. After teaching students her rules, rewards, and negative consequences--and appropriately implementing Assertive Discipline--it was found that students responded to both the student teacher and the regular classroom teacher in the appropriate ways each expected.

The major purpose of this case study was to document the classroom management beliefs and practices of three teachers reputed to implement student-centered instruction and to examine the relationship between their instructional and managerial approaches. More specifically, do teachers who use student-centered instruction also implement student-centered management? Results indicate that, although all three teachers used an eclectic approach, two teachers tended to be more student-centered while one was more teacher-centered with respect to classroom management. All three teachers' approaches also reflected the principles of "good classroom management" derived from studies conducted in the 1960's and 1970's in traditional transmission classrooms. Results also indicate that the teachers did think about the relationship between instruction and classroom management, but not in terms of using student-centered management to support their student-centered instruction. Rather, they thought about what management strategies were necessary to successfully implement a particular lesson. (Contains 2 tables.)