Exceptional classroom management (CM) for face-to-face and online classes is vital to instructor success, and importantly, directly impacts students' ability to learn. Classroom conflict may disrupt an instructor's CM and can occur when a student is uncivil (e.g., sidetracks from lecture) or when an instructor misbehaves (e.g., antagonizes students). A small but meaningful line of work suggests that uncivil students and misbehaving teachers negatively impact the learning environment. However, no work has examined how the interaction between an uncivil student and misbehaving teacher impacts learning. As such, the purpose of the current study is to empirically investigate how teacher responses to student incivility impact cognitive learning in an online learning environment. The project evaluated approximately 252 undergraduate students via an online study. Participants watched a video of an online class in which the professor responds to an uncivil student in one of three different ways: antagonistically, positively, or neutrally. Participants then took a cognitive learning quiz based on the lecture and answered questions about their perception of the instructor, uncivil student, and the learning environment. Results of the one-way ANOVA suggest that how an instructor responded to student incivility did not significantly impact cognitive learning. Secondary analyses also indicated that participant perceptions of the instructor, uncivil student, and learning environment did not significantly relate to cognitive learning. Results of the current study evidence both convergence and divergence with prior work, highlighting the importance of continued experimental investigation of the impact instructor reactions to student incivilities has on learning.

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No description available.

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The American Psychological Association (APA) conducted the online 2005-2006 Teacher Needs Survey wherein 52% of first year teachers, 28% of teachers with two to five years of experience, and 26% of teachers with 6 to 10 years experience ranked classroom management as their greatest need. Difficulty managing student behaviors leads to higher stress and burnout for teachers (Smith & Smith, 2006) as well as less instructional time, lower grades, and poorer performance on standardized tests for students (Shinn, Ramsey, Walker, Stieber, & O'Neill, 1987). When teachers are charged with managing their own classrooms in the field, they are often inadequately prepared (Bergeny & Martens, 2006) and professional development workshops and inservices on classroom management are often ineffective (Allen & Forman, 1984, Fixsen, Naoom, Blasé, Friedman, & Wallace, 2005). The focus of the current study was to evaluate the effectiveness of a checklist of evidence-based classroom management strategies both by itself and coupled with feedback and an action plan. Effectiveness was measured by the percentage of strategies from the checklist that were implemented by the teacher as well as the percentage of disruptive behavior by students in the classroom. The checklist consisted of 17 evidence-based classroom management strategies that were divided into three areas: Beginning of Class; During Instruction; and Responding to Student Behavior. The study consisted of four conditions: Baseline; Checklist; Checklist, Feedback, and Action Plan; and Maintenance. During the Checklist condition, the investigator and teacher read through evidence-based classroom management strategies on the checklist and reviewed examples and non-examples of the strategies. During the Checklist, Feedback, and Action Plan condition, the investigator and teacher reviewed the graphed data on the teacher's use of the strategies during Baseline and Checklist conditions. After reviewing the data, the teacher and investigator identified a maximum of three strategies from the checklist to implement and an action plan for how to implement those strategies was created. Then, after each observation, a checklist scored by the investigator was given to the teacher. During Maintenance, the teacher no longer received a scored checklist following the observations. Three elementary, self-contained classroom teachers of students with emotional and behavioral disorders participated in the study. During Baseline, the teachers used an average of 20% to 30% of the evidence-based classroom management strategies and the percentages of disruptive behavior ranged from an average of 60% to 90%. During the Checklist condition, the level of the data immediately increased for percentage of strategies used and the level of the data for disruptive behavior decreased, for two of the teachers. The changes in level for both percentage of strategies used and percentage of disruptive behavior, however, did not remain. One teacher returned to baseline levels for both percentage of strategies used and percentage of disruptive behavior. The other teacher showed a slight increase from baseline levels for percentage of strategies used, but the percentage of disruptive behavior returned to baseline levels. For the third teacher, no significant change in level was observed for percentage of strategies used and percentage of disruptive behavior. All three teachers, however, demonstrated increased use of the strategies and decreased percentages of disruptive behavior, when the checklist was coupled with feedback and an action plan. From Baseline to the Checklist, Feedback, Action Plan condition, the average percentages of strategies used were: Teacher A, 24% to 93%; Teacher B, 23% to 93%; and Teacher C, 33% to 88%. During Maintenance, Teacher A used an average of 92% of evidence-based classroom management strategies and Teachers B and C used 94% of evidence-based classroom management strategies. From Baseline to Maintenance, the average percentages of disruptive behavior were: Teacher A, 76% to 17%; Teacher B, 91% to 13%; and Teacher C, 64% to 12%. All three teachers found the intervention to be acceptable. Specifically, the teachers reported that: this intervention would be beneficial and appropriate for a variety of students; they were likely to use this intervention in the future; they liked the procedures used; and they were more likely to stay in their current teaching position after using this intervention. / Educational Psychology

This study investigates the value of a teacher education program by comparing freshman education majors and senior education majors in their ability to make decisions about classroom management issues. Participants (N = 137) responded to a vignette style interview schedule and responses were coded and analyzed. Senior education majors were found to make significantly better decisions than freshman education majors and two groups of non-education students. Implications for improving and evaluating teacher education are discussed. / Educational Psychology

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Discipline in the classroom has been a concern of educators and the general public for years. Numerous programs have been developed to help the classroom teacher with his/her classroom Management. These programs present skills that when properly applied could help to reduce the problems of classroom discipline. One program in particular, the Classroom Management Training Program (CMTP), has stated that the skills of positive instruction and positive discipline will help the teacher to reduce student disruptions, decrease the number of student off-task behaviors, increase the number of students helped by the teacher, and reduce the amount of stress felt by the teacher. Since these claims have not been substantiated at the senior high school level, it was the purpose of this study to determine if the application of the Classroom Management Training Program skills by teachers at the senior high school level could bring about the aforementioned benefits. This study was conducted employing 24 senior high school teachers who were presented with a questionnaire and asked to provide information on how the skills of the Classroom Management Training Program affected them and their students. Two of the 24 teachers had an outside observer monitor their first three class periods of the day, for three days per week, for a period of three weeks prior to and after they received training in CMTP. In addition, 113 students were presented with a questionnaire and 24 students of the 113 students were interviewed to determine their opinion of how they saw the program affecting them. The findings indicated that class disruptions and student off-task behaviors were reduced, and a majority of teachers felt less stress, tension, and exhaustion after applying the skills of CMTP. / Ed. D.

This study sought to determine if there were statistically significant differences between years of teaching experience and education relative to learning-inhibiting problems in the classroom. These differences were measured by responses on surveys, classroom observations, review of summative teacher appraisal instruments and focus group interviews. A population of 271 middle school teachers of language art, social studies, mathematics and science were selected from one urban school district. Analysis of variance (ANOVA) was the statistical analysis procedure utilized to analyze the data. Thirteen null hypotheses were tested at the .05 alpha level. The research failed to reject 12 null hypotheses of no statistically significant difference between years of teaching experience (0-5, 6-12, 13-20, 21+) and education (middle school trained, middle school untrained) and learning-inhibiting problems (chronic talking, refusing request, tardiness, inattentiveness, talking back to teachers) experienced by middle school teachers in the classroom. The only null hypothesis rejected was that no statistically significant difference existed between 0-5 years of teaching experience and the non-instructional strategy (consultation with an administrator) used to prevent learning-inhibiting problems in the classroom. The results of the data analysis revealed that teachers in the 0-5 range of teaching experience preferred consultation with administrators as the strategy for preventing disruptive behavior in the classroom. Upon classroom observation, there was no statistically significant difference between years of teaching experience and the ability to manage a classroom. It was observed that teachers who circulated throughout the classroom while directing instruction and using questioning techniques were better able to manage the classroom and have fewer disruptions than teachers who stood in front of the class or who were seated and directed instruction. Focus group members indicated that many disruptive behaviors can be addressed through appropriate instructional planning and delivery. Therefore, staff development should address a variety of instructional strategies that would prevent and eliminate specific learning-inhibiting problems as chronic talking, tardiness, inattentiveness, refusing request of teachers, and talking back to teachers in the classroom. / Ed. D.