RULES, PRAISE, AND IGNORING: ELEMENTS OF ELEMENTARY CLASSROOM CONTROL1

Concepts

EducationEducational PsychologyElementary EducationBehavior AnalysisClassroom AssessmentClassroom ManagementClassroom CommunicationClassroom ProceduresClassroom RoutinesClassroom RulesObservation Of Classroom BehaviorClassroom Behavior AnalysisClassroom Behavior InterventionClassroom Management ObservationClassroom Social BehaviorRule SettingSchool-based Behavioral InterventionTeacher Decision RulesTeacher-child Interaction Quality

TL;DR

The study systematically varied two teachers’ use of rules, ignoring, and approval to assess their impact on classroom behavior. Observers recorded selected students’ and teachers’ behaviors, then introduced rules, ignoring, and approval conditions sequentially, with one class undergoing a reversal of conditions. Rules alone had little effect, while combining ignoring inappropriate behavior with approval markedly improved classroom behavior, indicating approval is key to effective management.

Abstract

An attempt was made to vary systematically the behavior of two elementary school teachers to determine the effects on classroom behavior of Rules, Ignoring Inappropriate Behaviors, and showing Approval for Appropriate Behavior. Behaviors of two children in one class and one child in the other class were recorded by observers, as were samples of the teachers' behavior. Following baseline recordings, Rules, Ignoring, and Approval conditions were introduced one at a time. In one class a reversal of conditions was carried out. The main conclusions were that: (a) Rules alone exerted little effect on classroom behavior, (b) Ignoring Inappropriate Behavior and showing Approval for Appropriate Behavior (in combination) were very effective in achieving better classroom behavior, and (c) showing Approval for Appropriate Behaviors is probably the key to effective classroom management.