The purpose of “The Quiet Classroom Game: A Class-Wide Intervention to Increase Academic Engagement and Reduce Disruptive Behavior” by Keith Radley, Evan Dart, and Roderick O’Handley is to promote the idea that a quiet classroom is more likely to encourage high levels of academic engagement and reduce children’s disruptive behaviors within the classroom. This article addresses a study of three elementary school classrooms in the southeastern United States with three different teachers who implemented the “Quiet Classroom Game” (Radley, Dart, O’Handley, 2016) into their own classrooms. The first teacher, “a 24-year old African American woman in her second year of teaching the first grade” (Radley, Dart, & O’Handley, 2016), taught in a classroom
