PRODUCTION AND ELIMINATION OF DISRUPTIVE CLASSROOM BEHAVIOR BY SYSTEMATICALLY VARYING TEACHER'S BEHAVIOR¹

TLDR

The study systematically varied teacher approving and disapproving behaviors, observing 10 children daily in a class of 28 well‑behaved middle‑primary students to measure corresponding teacher and child behaviors. Results showed that approving teacher responses reinforced appropriate behavior, while withdrawing them increased disruption, and tripling disapproving behaviors markedly raised gross‑motor and noise‑making disruptions, underscoring the teacher’s pivotal role in shaping classroom conduct.

Abstract

The effects of teacher behaviors on the classroom behaviors of children were investigated by systematically varying approving (praise, smiles, contacts, etc.) ) and disapproving (verbal reprimands, physical restraint, etc.) classes of teacher behavior. Measures were taken on both teacher and child behaviors. Each day a sample of 10 children was observed. The subject pool was a class of 28 well-behaved children in a middle-primary public school class. The results demonstrated that approving teacher responses served a positive reinforcing function in maintaining appropriate classroom behaviors. Disruptive behaviors increased each time approving teacher behavior was withdrawn. When the teacher's disapproving behaviors were tripled, increases appeared most markedly in the gross motor and noise-making categories of disruptive behavior. The findings emphasize again the important role of the teacher in producing, maintaining, and eliminating disruptive as well as pro-social classroom behavior.