The lengths of the studies also varied, with some studies lasting only 3 weeks to oth-, ers lasting an entire school year. Maximizing the effec-, tiveness of structured classroom management, programs: Implementing rule-review proce-. Main Findings: When the teachers give priority to the physical classroom condition, the students tend to feel relaxed and comfortable, thereby displaying a higher level of academic performance. Be Polite . If you must sneeze or cough, don't do it on another student. The Grade Point Averages (GPAs) of the students constitute their academic performance. Difficulty managing classroom behavior is a frequently recognized problem for teachers, especially teachers early in their careers. other interventions introduced concurrently. characteristic of effective classroom rules. In, other words, these studies introduced class-, room rules, measured the effects, and then, combined that intervention with increased, structure, increased feedback, ignoring, and, group and individual contingencies (Green-, wood, Hops, Delquadri, & Guild, 1974; Mad-, Becker, Evans, & Saudargas, 1969). In an article geared for preschool, reviewing rules daily using no more than 3 to, 5 minutes. However, it may also be useful, to use existing research on the brain and work, ing memory which suggests that four items is, the ideal number of items to be remembered, (Cowan, 2001). Fourth, rules should be consistently tied to positive and negative consequences, ... Before and during instruction it is also important to explicitly state clear classroom rules, teach and reteach routines, and clearly communicate expectations and natural consequences of misbehavior. ondary literature is consistent both with com, mon sense and more general knowledge of the, applied behavior analysis, its lack of applica. The nature and functions, Creating a successful K-12 learning commu-, Cowan, N. (2001). (2009). Breaking Down Buy-In: Can Lessons from Social Psychology Increase Teacher Use of Proactive Behavior Management? These rules can be taught as if they were a new academic topic while providing a rationale for each rule (Kerr & Nelson, 2010;Scott et al., 2011). In addition, dif-, ferences between classroom rules at different, age levels seem likely but this also bears, investigation. • Students in classes where effective management techniques are employed have achievement higher than students in classes where effective management techniques are not employed. Similiarly, Simonsen, Fairbanks, Briesch. an example of this is completing the homework in time. Teacher Education and Special Education The Journal of the Teacher Education Division of the Council for Exceptional Children, Experiences of pre-school children and their teachers regarding class rules and behavior management: A case study, European Journal of Education Studies TEACHERS' OPINIONS REGARDING THE EFFECTIVE STRATEGIES FOR MANAGING DISRUPTIVE BEHAVIORS IN A CLASSROOM: A QUALITATIVE STUDY i' OPINIONS REGARDING THE EFFECTIVE STRATEGIES FOR MANAGING DISRUPTIVE BEHAVIORS IN A CLASSROOM: A QUALITATIVE STUDY, 5 Ways to Effectively Implement Praise for Students with Learning Disabilities, Rules and Procedures Overview COVID-19 Update, SUSTAINING ACADEMIC SUCCESS THROUGH EFFECTIVE CLASSROOM MANAGEMENT, Forming and Sustaining High-Quality Student–Teacher Relationships to Reduce Minor Behavioral Incidents, Classroom management practices commonly used by secondary school teachers: results from a Queensland survey. (McNamara et al., 1986; McNamara, Harrop, & Owen, 1987), and two of the studies used a, response cost system as to discourage rule. Class rules should be expressed in positive sentences that indicate what to do instead of negative sentences that indicate what not to do (Alberto & Troutman, 2013; ... Öğretmenin de bazı sınıf kurallarını olumsuz ifadelerle dile getirdiği göz önünde bulundurularak, çocukların da öğretmeni model aldıkları düşünülmektedir. (1996) had the teacher, behavior-specific feedback on the first day of, implementation and then 3 minutes in subse, quent days to teach one rule per day for 4, days with “examples (primarily generated by, the students) and behavior-specific prompts, and feedback” (p. 203). Applications of this study: To further improve the academic performance of students, teachers may strengthen the teaching-learning process through the following provisions: inspiring classroom setups, classroom enhancement programs (peer teaching, remedial and tutorial programs), appropriate educative measures and proper allocation of time. Considering that the teacher also expressed some class rules with negative expressions, it may be said that the children take the teacher as a model. praise, ignoring, and reprimands revisited. Musser and col-, leagues (2001) intervened for three students, identified as having serious emotional distur-, vened in a classroom of 10 students with eight, students identified as having a specific learn-, ing disability (SLD) and two students identi-. However, the descriptive studies, cated to students in a variety of ways for both. While creating rules for classroom care must be taken so that students understand the rule. Rules are constructed around broad classes of behavior (be safe, be responsible, be respectful) and apply in all settings. violations (De Martini-Scully et al., 2000; Finally, for two other studies, immediate, actions responding to challenging behaviors, are identified as being used but not further, specified in the article (Evertson, 1989; Närhi, increase teachers’ use of appropriate negative, consequences and discourage specific teacher, consequences when responding to rule viola-, tions. Sınıf kurallarının ne yapılmayacağını belirten olumsuz cümleler yerine, ne yapılacağını belirten olumlu cümlelerle ifade edilmesi gerekmektedir (Alberto & Troutman, 2013; ... Also, the rules that are established with the students need to be a small number and stated in a clear, short and to the point as well as in a positive way. In highlighting the impor, tance of classroom rules, Bicard (2000) also, described them as cost-effective in that they are, very easily implemented and focus on the pre, vention of challenging behaviors before they, occur, thus saving time, effort, and potentially, resources. length of study is approximately 3 months. This, in turn, can guide what evidence-based recommenda-, tions are given to teachers, especially preser-, vice teachers in terms of effective classroom, three-step review process was used to com-, studies were located through the use of five, databases: Academic Search Complete, Edu-. Three different interventions were implemented concurrently in three different classrooms. For the remaining studies, drawing conclu, sions is more challenging as classroom rules, were always one part of a package intervention, combined with as many as four other elements. **Simonsen, B., Fairbanks, S., Briesch, A., ment: Unlocking the secrets to great teach-, Tingstrom, D. H., Sterling-Turner, H. E., &, Wilczynski, S. M. (2006). The aim of the study is to determine experiences of children attending a preschool class and their teacher about class rules, desirable and undesirable behaviors and strategies followed by the teacher concerning these behaviors. *Evertson, C. M. (1989). Classroom Rules must be Expansive Difficulty managing classroom behavior is a frequently recognized problem for teachers, especially teachers early in their careers. (1996) gave the rules as a handout to stu-, dents, Musser et al. Clearly stated, they define and operationalize acceptable behavior necessary to maintain an orderly and well-functioning school or classroom. This extended time, frame was used to include three frequently, cited, seminal articles studying classroom, rules that were conducted in the mid-to-late, 1960s and represent the beginning of the pro-, cess-product research in classrooms. They rep, resent a social contract established between the, teacher and the students. A survey questionnaire was used to determine the level of teachers’ classroom management practices. The students wore cadres' uniforms, ate cadres' food, and spoke in cadres' jargon. that included the use of precision requests, teacher movement, mystery motivators, and, 2001). **Reinke, W. M., Herman, K. C., & Stormont, M. (2013). Importance of Effective Classroom Management • Effective use of classroom management techniques can dramatically decrease the disruptions in your classes. (2004). There will not be any loopholes for clear rules. Box. ing the profession (Gonzalez, Brown, & Slate, 2008). Semi-structured interview technique was used in the study. The student–teacher relationship can specifically be harnessed to reduce minor Similarly, McNamara, and colleagues (1986) had the teachers read. Three of the studies that, looked at large numbers of classrooms did not. Likely as a, result of these early studies, the remaining, research such as precision requests, token. simply creating and posting classroom rules. Recommendations across these sources may be inconsistent, The purpose of the research was to find out the appraisal of students of the adequacy of instructional materials and evaluation strategies used in the teaching of Clothing and Textiles in tertiary institutions in Delta State, Nigeria.

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