Effective Classroom M anagement and Behavior M anagement Techniques

1. Effective Classroom Management and Behavior Management Techniques August Traylor Concordia University, Nebraska

2. Area-of-Focus The purpose of this research is to create a toolbox of instructional strategies that will help teachers develop effective classroom management and behavior management techniques that will create an environment where learning and teaching can occur at an optimal level, disruptive behavior is at a minimum and on-task behavior is increased.

3. Terms • Behavior management - a system that may include verbal and non-verbal actions, consequences, rewards, and reminders in the classroom as a way to monitor on-task, off-task and disruptive behaviors • Classroom management - a system of routines, procedures and expectations that create order for teachers and students in the classroom • Disruptive behavior - student actions that interrupt classroom instruction and student learning • On-task behavior - student actions that follow teacher expectations (ex: sitting in your set, raising your hand to speak, following verbal and written directions, eye contact with whomever is speaking to the class) • Off-task behavior - student actions that do not follow classroom expectations and/or disrupt classroom instruction (ex: shouting out, roaming around the room, talking to other students, doodling, making noise, laying your head down)

4. Research Questions • How can teachers solicit on-task behaviors in the classroom? • How can teachers prevent off-task and disruptive behaviors in the classroom? • What classroom management strategies can teachers use to create maximize instruction time and student learning?

5. Research Group The study participants consist of twenty certified teachers at Martin Luther King Jr. Elementary School within the Omaha Public School District. Martin Luther King Jr. Elementary School is a urban, neighborhood elementary school. The participants of this study have varying degrees of experience within the teaching field.  The participants of the study are important  because they are experts in what works best for their own classrooms and school environment. They have the most experience dealing with the student behaviors being observed. The participants will be observed in their classrooms, will be completing surveys about classroom and behavior management and answering interview questions. The number of certified teachers under each grade level are as follows: • Head Start – 1 • Preschool – 1 • Preschool (Special Education) – 1 • Kindergarten – 3 • First Grade – 3 • Second Grade – 2 • Third Grade – 2 • Fourth Grade – 2 • Fifth Grade – 1 • Sixth Grade – 1 • Fifth/Sixth Combo Class – 1 • Resource – 2

6. Negotiations This research study will involve classroom observations, surveys and interviews. The primary focus will be on the instructors and how their implementation of behavior management skills affect student behavior negatively or positively. Individual student names will not be mentioned rather conclusions will be made about the classroom behaviors being observed as a whole. Permission will need to be granted from the school administrator to gain entry into the school. Each classroom teacher will also need to give consent to be observed and participate in the study.

7. Negotiations Behavior and Classroom Management Techniques  I am a graduate student at Concordia University of Nebraska in the Curriculum and Instruction Program. I will be conducting a research study on how different classroom management and behavior management techniques can be used to alter disruptive, off-task student behaviors in the classroom and solicit productive, on-task behaviors in the classroom. Over the course of two months I will be conducting classroom observations, teacher surveys and interviews. All aspects of this study will allow for participants to remain anonymous. I ___________________consent to be a participant in the above described study. Signature        ____________________________ Date                   ____________________________

8. Negotiations Behavior and Classroom Management Techniques  I am a graduate student at Concordia University of Nebraska in the Curriculum and Instruction Program. I will be conducting a research study on how different classroom management and behavior management techniques can be used to alter disruptive, off-task student behaviors in the classroom and solicit productive, on-task behaviors in the classroom. Over the course of one monthI will be conducting classroom observations, teacher surveys and interviews. All aspects of this study will allow for participants to remain anonymous. I ___________________________ (Print Name) authorize the above described study to be carried out at ________________________ (School Name). Signature  __________________________ Date           ___________________________

9. Negotiations Behavior and Classroom Management Techniques I am a graduate student at Concordia University of Nebraska in the Curriculum and Instruction Program. I will be conducting a research study on how different classroom management and behavior management techniques can be used to alter disruptive, off-task student behaviors in the classroom and solicit productive, on-task behaviors in the classroom. Over the course of one month I will be conducting classroom observations, teacher surveys and interviews. All aspects of this study will allow for participants to remain anonymous. On behalf of Omaha Public Schools I _______________________(Print Name) authorize the above described study to be carried out at ______________________(School Name). Signature   __________________________ Date   _____________________________

10. Timeline September 2014 9/1/2014 to 9/12/2014 Participants will fill out a preliminary survey about their views on classroom instruction in reference to behavior and classroom management techniques. 9/15/2014 to 9/30/2014 Participants will be interviewed about their current concerns about classroom and behavior management along with suggestions for possible solutions. They will also be interviewed about positive and negative aspects of the current school-wide behavior management system. They will also be asked about  their individual classroom management and behavior management techniques that have an effect on student behavior. October 2014 October 6th, 8th , 10th October 13th, 15th, 17th October 20th, 22nd, 24th October 27th, 29th, 31st Each participant will be observed in their classroom three times a week over the course of one month.

11. Resources and Materials • The following items will be needed in order to properly conduct this research study: • surveys • tape recorder • observation journal • computer (electronic journals) • pen • consent forms

12. Data Collection Procedures Data will be collected through the use of observation journals, electronic journals, a survey and participant interviews. The data will be analyzed by finding common themes among the answers in the participant surveys and interviews.  The observation journal and electronic journals will also be used to make conclusions about teacher attitudes toward classroom and behavior management techniques as well as solutions for the  problems that arise due to behaviors in the classroom and suggestions on how to manage a classroom successfully.

13. Summary This action research will help to put a plan into place in order to compile the most effective classroom management and behavior management strategies to be used in the classroom in order to prevent off-task behavior, promote on-task behavior and create an environment that produces optimal learning opportunities for students and teachers. It will serve as a platform for change within the school in relationship to behavior and classroom management. It will seek to weed out ineffective practices and help to find and adopt teaching practices that will influence positive behavior and order in the classroom.

14. References • Lannie, A. L., & McCurdy, B. L. (2007) Preventing disruptive behavior in the urban classroom: Effects of the good behavior game on student and teacher behavior. Education & Treatment of Children (West Virginia University Press), 30(1), 85-98. • Scott, J. S., White, R., Algozzine, B. & Algozzine, K. (2009) Effects of positive unified behavior support on instruction. International Journal on School Disaffection 6(2) 41-48. • Guardino, C. A., & Fullerton, E. (July/August 2010) Changing behaviors by changing the classroom environment. Teaching Exceptional Children, 42(6), 8-13. • Carpenter, S. L., & McKee-Higgins, E. (July 1996). Behavior management in inclusive classrooms. Remedial & Special Education, 17(4), 195-203. • Jones, K. A., Jones, J., & Vermete, P.J. (Summer 2013). Exploring the complexity of classroom management: 8 components of managing a highly productive, safe and respectful urban environment. American Secondary Education, 41(3), 21-33.