A SURVEY OF CLASSROOM MANAGEMENT-PRACTICES

Two studies documented methods used by elementary school teachers to manage classroom behavior. Study 1, using a self-report format, examined the proportion of teachers endorsing specific management techniques, as well as the extent to which those practices were reportedly used. Distinctions were made between teachers' responses to children's inappropriate and appropriate behavior, as well as responses to academic and social behavior. The results of Study 1 indicated that more teachers reported using management techniques to control inappropriate social behavior than inappropriate academic behavior. With the exception of a few techniques having more academic relevance, the percentage of teachers reporting implementation of management techniques addressing appropriate social behavior was equivalent to the percentage reporting use of that same technique for appropriate academic behavior. Also, verbal management techniques were more commonly endorsed than management techniques involving concrete consequences. Study 2 provided preliminary data through classroom observation and verified that the teachers did, in fact, use more verbal than concrete management techniques. In addition, these teachers used more positive than negative management techniques. Most of the interactions that teachers had with their students, however, were neutral interactions not intended to directly control or manage behavior. The implications of those results are discussed. © 1990.