Annotated Bibliography: Managing The Classroom Environment

2131 Words 9 Pages
EDST 4084: Managing the Classroom Environment
Assessment Task 1: Annotated Bibliography
By Skyla Dy

Bicard, D. F., Ervin, A., Bicard, S. C., & Baylot-Casey, L. (2012). Differential effects of seating arrangements on disruptive behaviour of fifth grade students during independent seat work. Journal of Applied Behavior Analysis, 45, 407-411. doi:10.1901/jaba.2012.45-407

The article examines the effects of teacher-selected student seating arrangements on disruptive behaviour displayed by students during independent seatwork. With backgrounds in behavioural difficulty research, Bicard, Ervin, Bacard, and Baylot-Casey (2012) utilised data collected through observation sessions of 21 fifth-grade students engaging in reading comprehension
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As behavioural education researchers, they used data gained through the observation of four middle school teachers who have been specifically trained to increase the rate of praise statements in their teaching. The effect of this practise was measured on the behaviour witnessed on three random students in each class. This study is relevant to the study classroom management as the use of teacher praise has been consistently been displayed as an effective teacher strategy for improved student behaviour. In addition, the classifications of various praise statement levels are useful. The limitation of generalizability is present in this study, as the study was conducted with particular student and teacher demographics, and it is uncertain if this study would generate similar results in different school settings. Myers et al. concluded that when monitoring and feedback is used in relation to increased teacher praise, improved academic and social behaviours were displayed. It would be beneficial for both students and teachers to see this strategy used in a real school …show more content…
Scott et al. (2012) stress that the best strategies for changing student behaviour are those that focus on antecedents and instructions such as acknowledgement and reinforcement of positive behaviour and achievement. Verbal praise is an easy and accessible way of recognising pupil effort. O’Neill (2015) references the work of Brophy, where praise reinforces desirable social attributes in students. In a classroom setting, I observed the effects of teacher praise on overall student behaviour. The most effective behaviour managers were consistent in praising specific behaviour such as “I like the way so-and-so is paying attention or focused on his task”, whereas teachers experiencing more consistent off-task behaviour used more negative interactions such as ‘stop doing that’, resulting in students continuing the reprimanded behaviour or ignoring the command entirely.

Ling, S., Hawkins, R. O., & Weber, D. (2011). Effects of a Classwide Interdependent Group Contingency Designed to Improve the Behavior of an At-Risk Student. Journal of Behavioral Education, 20, 103-116.

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