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Running head: EFFECTIVE CLASSROOM MANAGEMENT

Effective Classroom Management

Abigail Whitmore

University of South Florida

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Artifact I: Background/Purpose/Context

Effective classroom management is a key component to delivering effective instruction.

Prior to starting my internship through USF, I never imagined the time and effort teachers

spend developing classroom management strategies that support the smooth operation of day to

day learning. Without a classroom management plan in place, instructional time can be wasted.

Throughout my internship, I have often felt overwhelmed when delivering instruction if

students were off task. This overwhelming feeling led to internal frustration, multiple

redirections to student behavior, and a loss of instructional time. I knew these factors

contributed to students' lack of controlling their own behavior, as well as a negative learning

environment. As a pre-service teacher striving to make a positive impact on my students’

personal and academic lives, I wondered how I might implement new classroom management

strategies that support their learning.

For my final internship, I have been placed at Lakeside Elementary (pseudonym),

located in central Florida. The school is set in a rural area on the outskirts of the city. There are

a total of 656 students at Lakeside Elementary with the majority being of Hispanic descent.

Altogether, the school’s population consists of 64.33% Hispanic students, 28.81% White

students, 5.49% Black students, 1.22% multiracial students, and .15% Asian students. Last year

and the year prior, Lakeside Elementary proudly received a B grade. Because this school has a

high rate of students from multicultural and ESE backgrounds, many hands-on activities and

real-world experiences are successfully integrated into the curriculum.

My inquiry is focused on a group of students from Mr. G’s homeroom. The

departmentalized math/science second grade classroom consists of 22 students with varying

cultural backgrounds. This particular class has 54% of students who are White, 31.81% of

students who are Hispanic, and 4.54% students who are black. In terms of gender, 59% are
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female students and 41% are male students. LOL Dolls, Legos, and Pokemon are just a few of

the common interests amongst these students. Interestingly, a number of the boys and girls from

Mr. G’s homeroom are children of school faculty (teachers, paraprofessionals, etc.).

My wondering developed as a result of a misalignment between my desire for effective

classroom management and the strategies I was using to achieve this goal. While I have

observed successful classroom management, I have struggled to enact it myself. It has been

shown that, “pupils in classes where the teacher has good control of the class and also shows

care for the pupils have higher cognitive achievements and more positive attitudes to the

subjects than pupils who do not have such teachers” (Postholm, 2013, p. 390). It is critical that

teachers develop strategies to successfully manage the class, while building relationships with

students. These actions support students in developing positive dispositions towards academics,

thus supporting their learning. For the teacher, it is a professional responsibility to have the

utmost concern for the development of students’ potential. With these factors in mind, it is

critical for teachers to continuously focus on strategies that support learning.

Artifact I: Wondering

In what ways can I implement engaging classroom management strategies to assist students in

staying on task?

Artifact II: Literature Review

Effective teachers deliver “evidence-based practices to successfully manage classroom

behavior and promote high rates of engagement in learning” (Cook, Fiat, Larson, Daikos,

Slemrod, Holland, Thayer, and Renshaw, 2018, p. 131). These evidence-based practices will

support my inquiry to explore the following question: In what ways can I implement engaging

classroom management strategies to assist students in staying on task? By using a variety of

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strategies, students are able to remain on task and teachers can increase instructional time.

Oftentimes, the use of reactive measures have been used as a means of managing the classroom

(Nagro, Fraser, & Hooks, 2019); for example, calling out student names when negative

behavior is observed. Unfortunately, it is shown that, “a significant proportion of teachers are

unaware of and are not adequately trained to manage student behavior” (Cook et al., 2018, p.

131). While the strategies recommended to support classroom management vary, student

engagement is at the center of increasing on-task behavior. Student choice (Lane, Royer,

Messenger, Common, Ennis, & Swogger, 2015), the integration of movement (Nagro, et al.,

2019), and specific praise (Diedrich, 2010) are all ways to engage students, therefore increasing

on-task behavior during instructional time.

Proactive and preventative classroom management strategies support students in

becoming actively engaged before instruction even begins (Cook et. al, 2018; Strout, 2015).

For example, Positive Greetings at the Door (PGD), recommended by Cook et al. (2018),“is a

preventive approach that seeks to boost academic engagement and thereby curtail inappropriate

behaviors that inhibit learning” ( p. 150). Movement is also shown to support students who are

typically inattentive; the purpose behind movements connected to content can support students’

ability to focus throughout a lesson (Nagro et al., 2019). Another proactive strategy includes

giving students choice (Lane et al., 2015). When children have the opportunity to make low-

risk decisions within a classroom setting, it “can ultimately offer them a sense of control that

may improve the quality of their life” (Lane et al., 2015, p. 475). These strategies demonstrate

how students actively learn through engagement, rather than through reactive comments

leading to loss of instructional time (Nagro et al., 2019).

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The climate of the classroom, established by the teacher’s interactions with students, is

a large factor that contributes to the effectiveness of classroom management strategies.

Diedrich states, “Creating a positive and engaging classroom atmosphere is one of the most

powerful tools teachers can use to encourage children's learning and prevent problem behaviors

from occurring” (2010, p. 13). For example, positively stating classroom rules, teaching

positive behaviors, and maintaining consistency are small actions with a great impact on

students’ behavior when they enter the class (Strout, 2005). Rewards, such as marbles in a jar

for positive behaviors, demonstrate to students that positive behaviors are desired (Diedrich,

2010). While some degree of misbehavior is always expected (Strout, 2005), “research

indicates that using PCM (positive classroom management) strategies to promote desired

behavior can prevent many of the externalizing behaviors that negatively affect the learning

environment” (Cook et al., 2018, p. 150). When teachers implement positive interventions, the

increase in instructional time and teacher-student bond benefits the student emotionally and

academically (Nagro et al., 2019). Diedrich (2010) also claims that productivity in the

classroom “is directly linked to student involvement and academic achievement” (p. 36). With

these factors considered, it is critical for educators to consider the impact that low-cost

strategies can have on student success.

Artifact III: Methods

In the following section, I describe the strategies used to support my inquiry work.

These strategies supported the following wondering: In what ways can I implement engaging

classroom management strategies to assist students in staying on task?

Strategy 1: Student Choice

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Lane et al. (2015) suggests allowing students to make low-risk decisions at school to

improve their desire to engage in content, thus increasing their on-task behavior. Student choice

can be implemented in a variety of ways in the classroom. When I was deciding upon how to

implement this strategy in my class, I initially wanted students to choose instructional materials

(math worksheets, types of manipulatives, etc.). However, I recently started conducting

morning meetings with my students and noticed frequent off-task behavior during this time. In

order to support my students in staying on task, I integrated the ‘student choice’ strategy into

our morning meetings every day. Each morning, the monthly calendar was displayed on the

board with two students’ names on each day. The students whose names were displayed chose

which question they wanted to be shared during the morning meeting. The two students would

come to my desk and tell me the question, then I updated the PowerPoint to reflect the updates.

This opportunity allowed students to choose a special question the entire class had the option of

answering. Before students met me on the carpet, I read the two questions aloud, noting which

students chose each question for our time together. Then students were asked to choose one

question they would like to answer during our time of sharing. By allowing students to choose

the question of the day and answer one of two question options, I was giving students a sense

of responsibility and freedom within the parameters of our morning meeting.

In order to determine the effectiveness of the strategy, I collected data for two weeks. I

utilized a student survey when starting the strategy to see if students cared about having a

choice and why that mattered to them. The second student survey, conducted at the end of two

weeks, provided me with insight into whether students were still enjoying the ‘choice strategy’

and whether they believed it was helping them to stay on-task. Reflective blogs were completed

at the end of both weeks in order to record my observations of students’ behaviors, comments,
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etc. These reflective blogs would allow me to determine the effectiveness by seeing whether

there was a change in on-task behavior over time.

Strategy 2: Marbles for Manners

Marbles for Manners is a positive behavioral intervention that rewards students for

exhibiting desirable observable behaviors. Diedrich (2010) argued, “The use of positive

reinforcement as an effective, high-impact strategy for improving students' behaviors has been

supported by documented research for a variety of school circumstances for both individual

students and groups of students” (p. 12). In order to implement this strategy, I divided the class

into five table groups, each group consisting of four to five students. Clear cups with each

group’s table number were placed at the front of the classroom in clear view for students. I

introduced the strategy to students during a morning meeting where I explained the purpose and

process. The class was told that when a student in their group displays a positive behavior, such

as staying on task, sitting quietly, participating, or helping a friend, I would place a marble in

the group’s cup. I gave students the opportunity to ask questions they had about the marbles,

which clarified any misconceptions.

Each day, I set a goal for the number of marbles students needed to obtain in order to

receive a reward. Based on my understanding of this group of students, I decided to set a daily

goal, rather than weekly, in order to keep them motivated. If students acquired the number of

marbles required to receive the reward, they were able to choose a prize at the end of the day.

When I placed a marble in a group’s cup, I would announce, “Wow, I love how my friends in

this group are following directions quickly. Thank you so much. I will place a marble in their

group cup.” I verbally praised groups who met the goal and encouraged those who did not to

keep up their awesome work. If I noticed a group did not reach the goal for multiple days in a

row, I would seek out opportunities to place more marbles in their cup.
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This strategy was implemented for two consecutive weeks. Data was collected through

the use of student surveys and reflective blogs. A student survey was taken at the beginning of

the strategy implementation in order to determine if students understood the purpose and

whether they felt it motivated them or not. Another student survey was taken at the end of the

two weeks to see if it was still motivating students to display positive behaviors. I also

completed reflective blogs at the end of each week, making note of students’ comments and

behaviors throughout the course of the two weeks. The final form of data collected was field

notes. These were notes taken throughout the day of comments students make and actions I

observed. Field notes will be analyzed by seeing if students responded positively or negatively

through their comments and actions.

Strategy 3: Positive Greetings at the Door (PGD)

Promoting positive behaviors when students are transitioning from a less structured

environment to the classroom can be a challenge. Cook et al. (2018) recommends positively

greeting students at the door and setting the expectation for behavior in order to engage

students before instruction even begins. This proactive strategy sets the climate for the

classroom and decreases the likelihood of the teacher having to correct problem behaviors.

Before implementing the strategy, I noticed when students came into the class each morning,

they were talkative, walking to each others’ desks, and ignoring reminders. During a morning

meeting, I introduced students to the new expectations for entering the classroom. Students

were told to enter the classroom quietly after they had been greeted, eat their breakfast, then

complete their morning work. Students were given the opportunity to ask questions to clarify

the dos and don'ts. Before students entered the classroom each morning, I propped the door

open and waited for their arrival. When students entered the classroom, we exchanged a high-

five, fist bump, wave, or side hug. I greeted each student, then reminded them to quietly walk
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to their desk and read the announcement on the board. Using the student’s name, having a

smile, and providing a gentle reminder allowed me to set the tone for the day as students

arrived.

This strategy was implemented for two consecutive weeks. Data was collected through

the use of student surveys and reflective blogs. The student survey completed at the beginning

of the strategy implementation ensured students understood what was expected when they

entered the classroom and which greeting they were most excited about. The student survey

collected at the end of the two weeks allowed me to understand how students felt about the new

routine. The reflective blogs completed at the end of each week recorded my observations of

students’ behaviors and comments over the course of the two weeks.

Artifact III: Data Collection

In order to determine the effectiveness of the three chosen strategies, I collected data

over the course of five weeks. I used reflective blogs to make note of students’ behaviors,

conversations, and engagement levels on the days when I implemented the strategies.

Reflective blogs allowed me to see how students' behavior changed over the course of each

week. Student surveys were another form of important data that provided insight into the

students’ feelings of the various strategies. The trends noticed in students’ answers allowed me

to determine whether there were positive or negative responses to the strategies.

Artifact IV: Data Analysis

Patterns started to emerge when I looked across all of the data, showing me how each

strategy impacted students. When I first looked at the data, I sorted it by each strategy

implemented. A digital folder was created for Marbles for Manners, Student Choice, and PDG

(Positive Greetings at the Door). To keep track of these patterns, I coded and memoed each

piece of data. The data was coded by either my own observations about students’ behaviors in
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response to the strategies or how students felt about the strategies. From there, I memoed each

piece of data, using a star to highlight positive responses and a circle to show a negative

response. For example, I looked at what students were saying or doing that demonstrated a

positive or negative response.

Artifact IV: Findings

Collecting and analyzing the data from my inquiry supported three learning statements

that informed the following wondering: “In what ways can I implement engaging classroom

management strategies to assist students in staying on task?”

Marbles for Manners Supports Students’ Motivation in Staying on Task

Throughout this inquiry process, Marbles for Manners became a routine part of the

everyday classroom management plan. Each time an entire group of students displayed positive

behavior, I placed a marble in their cup. If a group received the goal number of marbles for that

day, they would receive a small reward (candy, erasers, fidget toy, etc.). The strategy is

supported by Diedrich’s (2010) use of positive reinforcement which, “is the presentation of a

reward immediately following a desired behavior intended to make that behavior more likely to

occur in the future” (p. 16). My students' excitement in receiving marbles (the reward) would

increase their motivation (the desired behavior) towards displaying positive behaviors.

When I first started implementing the strategy, I surveyed students to evaluate how they

felt about Marbles for Manners. I asked my students, “How do you feel about using the marbles

for manners?” On a scale from 1-10, five of the six students chose 10/10 (see Appendix B).

Students’ felt positively towards the strategy from the beginning and this was evident in their

behaviors as well. One student, in particular, B.S., was observed gently reminding his peers to

be quiet by placing his finger in front of his mouth. B.S. typically calls out during lessons and

has to be reminded to raise his hand to share. However, on multiple occasions, I observed him
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working towards the goal number of marbles to win a reward at the end of the day. I asked B.S.,

“Do you enjoy using the marbles during class,” to which he responded, “Yes, because maybe

my group can get more marbles again” (see Appendix C). Even though his group had not

obtained the goal number of marbles yet, he was motivated to keep staying on task in hopes of

eventually getting a reward.

The second survey provided insight into how students felt after two weeks of using the

strategy. As shown in Appendix B, only one students’ rating of the strategy went down. Five of

the six students had a rating that remained the same or increased. One particular student, B.L.,

initially rated the strategy a 5/10 and that increased to an 8/10 on the second survey. I noticed

over the course of the two weeks, B.L. became more interested in the marbles which increased

his on-task behavior. Each morning, he came to me asking, “Ms. Whitmore, are we doing the

marbles today?” His motivation was evident in his gentle reminders to peers and his

promptness in following directions. On two different occasions, I saw B.L. help his tablemates

by puting away their notebooks after he finished cleaning up his own area. This clearly

demonstrated a motivation towards following directions and staying on-task.

When I implemented the marbles for manners during lessons, it greatly supported

students’ motivation in staying on task in order to receive the goal. During a whole group

lesson, I collected video data to analyze the strategy’s effectiveness. As shown in Appendix D, I

called students to the carpet and reminded them I would be rewarding one marble to the group

that was quietest. Once all the students were seated, I observed which group was showing they

were silent by putting a quiet finger in front of their mouth. Each group came to the carpet and

sat criss-cross without talking. The marble was rewarded to group two who had been following

my instructions perfectly. After the marble was placed in the groups’ cup, a student in the front
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row smiled and silently cheered. The evidence in the video demonstrates the on-task behavior

from every student throughout the transition, due to students’ motivation in receiving a marble.

Overall, I noticed increased motivation to stay on task from every table group in the

classroom. Each of my focus students exhibited an increased desire to quickly follow

directions, redirect their behavior, and support their peers. In my reflective blog (see Appendix

A) I noted that multiple students used a quiet finger to the mouth or a gentle tap on the shoulder

to support their peers in staying on task. The disappointment with not reaching the goal number

of marbles was an issue I had to address with students on a couple occasions. When I noticed

frustration beginning to arise, I reminded groups to encourage their peers. We began clapping

and cheering for the winning group to support their efforts. Based upon my findings from

student interviews, reflective blogs, and videos, it is evident that Marbles for Manners

supported students’ motivation to stay on task.

Student Choice Increases the Likelihood of Engagement

I integrated student choice by allowing students to create a morning meeting question,

as well as decide between which of the two questions they wanted to answer. Lane et al. (2015)

suggests that, “In the short term, students who engage in choice making while meeting learning

objectives have demonstrated greater independence and confidence, reduced disruptive

behavior…” (p. 137). Reducing disruptive behavior by engaging in student-led morning

meetings each day supported my inquiry by finding ways to help students stay on task. Before

implementing the strategy, off-task behavior was prevalent during morning meetings. However,

once I began implementing the strategy, I noticed students becoming much more engaged.

Engagement increased from the moment students came into the classroom. I observed

students’ eyes quickly drawn to the calendar to see whose turn it was to choose a question.

When a student observed their name on that day’s date, they would run to my desk to share
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their question. I documented in my field notes (see Appendix F) that one of my focus students,

J.S., commented, “Tomorrow is my day to choose!” Furthermore, even though I announced this

was a daily routine, multiple students would quietly come to my desk asking, “Ms. Whitmore,

are we doing the morning meeting today?” Excitement associated with the student choice

strategy was my first clue into how it was impacting my students’ engagement.

Once students began choosing the morning meeting questions, I noticed a growing

number of them participating. Before implementing the strategy, I struggled to bring out the

voices of many students. However, after implementing the strategy, every student, besides two

to three, answered a question each day. Students would quietly come to the carpet, anxious to

share their answers. Furthermore, I could see the excitement on the two students’ faces as they

waited to see which of their peers would answer the question they created. In my reflective

blog shown in Appendix F, I noted that a student asked, “Can I answer both questions? It’s so

hard to choose!” Difficulty choosing between the questions is something I encountered multiple

times with students. Excitement related to the questions exhibited students’ increased

engagement during our morning meetings.

Shortly after implementing the strategy, I interviewed my students to understand their

feelings about ‘student choice’. I asked students, “Do you like being given the choice to answer

two different morning meeting questions? Why?” Every student responded with a resounding

“Yes!” One student in particular stated, “Yes, because when I can’t think of something, I just

choose another one” (see Appendix G). This information shows students are more likely to

participate when they are given options because they are not limited in their choices. Prior to

implementing the strategy, students were exhibiting off-task behavior because they were only

able to choose one question. Increases in participation supported my students in staying on-task

while they sat on the carpet during our morning meetings.

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Some Students Need Individualized Behavior Support

While the majority of students found the strategies to be beneficial and the data pointed

to their effectiveness, I found that some students did not consistently respond positively. Nargo

et al. (2019) connects to this idea by stating, “Teachers are challenged daily with engaging

diverse populations of students with varied individual needs to sustain learning and promote

positive student outcomes” (p. 132). On-task behavior improved when I implemented the

strategies, but other undesirable behaviors arose with students who needed individualized

behavior management plans.

As mentioned previously, each student found Marbles for Manners to be a good

motivator in staying on-task throughout the day. However, some of these same students became

extremely frustrated with their group when they did not win the reward. For example, I noted in

a reflective blog (Appendix H) that B.L. and B.S. were very frustrated with their group

partners. While they did not make a scene of the situation, it was evident in their comments and

facial expressions that their groups’ lack of effort was problematic. B.L. and B.S. are the same

students who were observed gently reminding their peers to follow instructions. While they

were mostly motivated by the strategy, there were instances where their irritation was evident.

Another student was seen crying at his desk because his group had fewer marbles than other

groups (see Appendix J). I recorded these observations in my field notes when I saw unusual

behaviors occurring because of the strategies. Frustration was evident throughout the use of the

strategy.

Another piece of data that points to the need for individualized behavior management is

a students’ response on a survey (Appendix C). I asked students, “How do you feel when we

use the marbles?” The student, B.S., responded, “good” then added, “but my team hasn’t been

working together.” It was evident during my interaction with the student that he was greatly
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disappointed. While he was trying to exhibit positive behaviors, there was another student in

his group who clearly did not care about receiving a marble. I noticed throughout the course of

the day when B.S.’s group member was off-task, his desire to stay on-task decreased.

Understandably, he did not think it was fair because he had worked diligently to follow my

instructions. Based on my understanding of this student and his responses on a survey, I found

there is a great need for him to receive individualized behavior support.

When I began implementing the third strategy, PGD (Positive Greetings at the Door), I

surveyed students to understand their insights. Students were asked, “Is there anything in the

classroom that makes it difficult to do your morning work and talk quietly to your friends?”

Shown in Appendix I, R.C. responded, “Once I am finished with the questions I am bored and

want to play.” I often observed this student listening to what he was told when the expectations

were clearly outlined and he was occupied with a task. However, on multiple occasions, I saw

him being very disruptive after he finished his morning work. In order to accommodate his

needs, I let him draw once he was finished. This is simply another example of the

individualized behavior support some students needed in order to stay on task.

Artifact V: Conclusion

This inquiry of discovering engaging ways to support students’ in staying on-task has

taught me a great deal about myself as an educator. Implementing these strategies showed me

that misbehaviors are often a result of a child’s needs not being met by the teacher. For

example, engagement, choice, and positive reinforcement are things my students needed that

were easily incorporated into daily teaching. Prior to implementing the strategies, I became

frustrated with having to constantly redirect students’ behavior. However, once I started using

engaging strategies to proactively support my students’ needs, I found myself praising more

positive behavior, rather than redirecting misbehaviors. Nagro et al. (2019) points to the
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positive outcomes of proactive strategies by stating, “In addition to sustaining student

engagement during instruction, embedding research-based proactive strategies can increase the

quality of instructional time by promoting active rather than passive learning” (p. 138). It was

often my lack of responsiveness to students’ needs that caused misbehavior. This inquiry taught

me to be reflective of my own actions before placing blame on a student.

This inquiry taught me so much about my students as well. Each strategy focused on

proactively supporting students need in order to decrease the likelihood of off-task behavior. I

learned that students are more likely to be on-task when there are rewards, rather than being

reminded to be on-task when there are misbehaviors. For example, Appendix A shows how I

observed students gently reminding each other to stay on-task when I was putting marbles in

their cups. If I had pointed out one students’ negative behavior, I wouldn’t have been able to

support so many students in staying on-task. This piece of data points to the effectiveness of

positive reinforcement and how it supports students’ motivation to follow instructions. As

mentioned previously, engagement increasea the likelihood of students remaining on-task as

well. When students had a voice, they were more likely to participate. Like one student who

was so anxious to share, they asked if they could answer both questions, which increased their

engagement and positive behavior (Appendix F). These proactive strategies elicited excitement

from students that I had not observed prior to their implementation. Reflecting upon my

students’ behavior throughout this process showed me how much it positively impacted their

engagement.

As I move forward in my teaching practice, a goal of mine is to always reflect upon my

own actions before placing responsibility on the student. The classroom management strategies

I implemented taught me that my lack of responsiveness to students’ needs caused certain

behaviors to arise. Once I began reflecting upon what was causing off-task behavior and
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adjusted classroom procedures, I saw a drastic change in my students’ motivation to remain on-

task. I plan to regularly reflect upon what my students’ behaviors are telling me about what

needs to be adjusted in the classroom.

As a result of this inquiry, I have formed a new wondering: In what ways can I provide

individualized incentives to support students in staying on-task? While the strategies

implemented were intended to reach each and every student, I realized that some students

require more individualized attention. Strout (2005) points to this idea when discussing positive

behavioral supports by stating, “However, every classroom includes students who are diverse

and have different needs” (p. 3). Students like B.L. and B.S. typically responded well to the

strategies I implemented. However, unlike other students, they struggled to push past

momentary disappointment when things did not go as planned. For students like these, I would

be interested in seeing how individual rewards, rather than group rewards, might benefit their

motivation to display positive behavior. As I move into my own teaching practice, I am excited

to discover how different students respond to group and individual rewards to promote positive

behaviors.

References

Cook, C. R., Fiat, A., Larson, M., Daikos, C., Slemrod, T., Holland, E. A., Thayer, A. J., &

Renshaw, T. (2018). Positive Greetings at the Door: Evaluation of a Low-Cost,

High-Yield Proactive Classroom Management Strategy. Journal of Positive Behavior

Interventions, 20(3), 149–159

Diedrich, Jennifer L., "Motivating Students Using Positive Reinforcement" (2010).

Education and Human Development Master's Theses. 9.

Lane, K.L., Royer, D.J., Messenger, M.L., Common, E.A., Ennis, R.P., & Swogger, E.D.
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(2015). Empowering Teachers with Low-Intensity Strategies to Support Academic

Engagement: Implementation and Effects of Instructional Choice for Elementary

Students in Inclusive Settings. Education and Treatment of Children, 38(4), 473-504

Nagro, S. A., Fraser, D. W., & Hooks, S. D. (2019). Lesson Planning With Engagement in

Mind: Proactive Classroom Management Strategies for Curriculum Instruction.

Intervention in School and Clinic, 54(3), 131–140.

Postholm, M. B. (2013). Classroom Management: What Does Research Tell Us? European

Educational Research Journal, 12(3), 389–402.

Strout, M. (2005). Positive Behavioral Support at the Classroom Level: Considerations and

Strategies. Beyond Behavior, 14(2), 3-8.

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Appendix A

Appendix B

Appendix C
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Appendix D (double click to play)

Appendix E
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Appendix F

Appendix G
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Appendix H

Appendix I
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Appendix J