Jordan Russell

LLT540

12 June 2022

Management Synthesis

The first article was Teaching experience, teachers’ beliefs, and self-reported classroom

management practices: A coherent network. This study looked at several factors that had gone

unstudied in previous research such as an individual’s beliefs and teaching experience. The study

reported that teaching experience is positively related to self-efficacy and beliefs in constructivism

but it did not impact practices. It also reported that personal beliefs affect individual classroom

practices. There is a relationship between having high expectations and clear boundaries to

promote students’ intrinsic motivation, feeling of autonomy, and competence beliefs. Which are

all major educational goals. It is reported that all teachers believe classroom management to be the

center of their classroom, without it, the room would be chaos. This led the researchers to look at

the difference of new teachers compared to veteran teachers. Beginning teachers tend to be “all

controlling” but as they gain more experience, they move into a more constructivist classroom

therefore increasing their classroom management techniques and student autonomy. The more

years spent teaching, the higher rate of self-efficacy. Self-efficacy directly related to teacher-

student relationships and classroom management. In the past, classroom management was

believed to be strictly behaviorist to teachers. During these studies, teachers did not see the effects

of private praise as useful. Behaviorist teachers were more concerned with extrinsic motivators.

Grades are an extrinsic motivator and are highly used in subjects such as math to predict interest in

the subject. This belief that teachers still think this way in terms of intrinsic and extrinsic

motivators was refuted by the research study. The study came to a few conclusions; individual
beliefs on student motivation effect classroom management, proper teacher training is beneficial to

classroom management, and constructivists believe in intrinsic motivators whereas direct

transmission believers are more inclined to use extrinsic motivators.

The second article was The relationship between teachers’ implementation of classroom

management practices and student behavior in Elementary School. Classroom management is

associated with student outcomes. This study reported a positive correlation between the

boundaries and expectations of the classroom to the success of the students in the classroom. It

reported that the most crucial step in classroom management was active student engagement that

led to student success. That demonstrates that no engagement or disruptive behaviors also leads to

student failure. The focus of the study was between emotional/behavior disorders (EBD) in

students and their lack of success due to missing the high-quality education their peers were

receiving while the EBD students were out of the room. The study insisted on general education

teachers implementing evidence-based classroom management strategies. The beneficial strategies

reported by the study included active teaching and monitoring, allowing for student response, and

providing feedback to students. The study observed several classrooms and came to the conclusion

that low interaction and low engagement classrooms had teachers that were not following

evidence-based classroom management strategies and their students were more likely to become

identified as EBD students and fail. Classrooms that had high interaction and high engagement

had teachers that were following the guidelines of evidence-based classroom management

strategies and had students that were more likely to be engaged in their learning and therefore,

successful.

The final article was Helping teachers maintain classroom management practices using a

self-monitoring checklist. The basis for this study was for teachers to use a checklist that would
help them continue evidence-based classroom management practices in their classrooms rather

than start to use them with fidelity then allow it to fall to the wayside as other things came to be of

more importance. The idea of the checklist was to have a constant reminder and way for educators

to check in with themselves to ensure they were utilizing those best practices. After speaking with

professionals, it was decided that teachers in this study would implement the Good Behavior

Game in their classrooms. Originating from 1969, the Good Behavior Game splits the class into 2

teams and then provides points for off task or inappropriate behaviors. The team with the least

number of points wins the game and is given a prize of some sort. If both teams maintain their

points, then a prize is shared. One of the larger points made in the article is the idea of self-

monitoring. By self-monitoring and reflecting on their practice, teachers are able to maintain a

high level of evidence-based practice in their room while implementing it with 100%

effectiveness.

I chose these articles because they were all related in their discussions of classroom

management, but I also saw them as a progression of one leading into another. They all held

similarities that students must be actively engaged in the lesson to increase their success and

decrease their unwanted behaviors. They also discussed the idea that classroom management is a

behaviorist idea that can have positive outcomes when used correctly. A difference between the

articles was that the first discusses more constructivist teaching styles and how that intrinsically

motivates students to be successful. In the first article, constructivism seems to be the most

common way of teaching with the management being driven by self-efficacy and a teacher’s years

of experience. Another difference was where the studies were conducted, which could be directly

related to the difference in findings. For example, the first study was conducted in Switzerland
while the second and third were conducted in the United States. That displays a difference on the

education of students around the globe.

The articles I read have reported several interesting findings that can be logically

sequenced in my opinion. To start, a new teacher would be encouraged to follow a behaviorist

model in her classroom. It is a way to reward the good behaviors while not exactly punishing the

poor behaviors. It can seem a daunting task to remember to hand out the school wide positive

behavior reward whether it been stamps, tickets, or money. Having a checklist to hold yourself

accountable as the teacher is a great idea. By maintaining accountability, you are able to maintain

the evidence-based practice of classroom management in the room and see the results of such

work. It would be my hope that after so many years, a teacher would then be ready to move into a

more constructivist approach where students create their learning because they are excited and

want to learn more. They aren’t necessarily doing it for the outcome, but rather the process. By

combining the results of the articles, I believe that a teacher could logically follow this sequence

throughout her career.

As a relatively new teacher, I have seen my classroom management strategies change from

year to year as I become more comfortable with how I want my classroom to run. To begin, I am

terrible at keeping up with the school wide positive behavior plan that most district’s have in

place. I am not proactive in following through with rewards or spotting good behaviors to help

reinforce them. I would benefit from the checklist as a daily reminder of what I need to be doing to

hold myself accountable for the work that goes on in my classroom. I would also like to see

myself shift away from the behaviorist model because I don’t think that it prepares students for the

real world. I’m sure my confidence in my ability to do so will come with many more years of

teaching.
 Citations

Berger, J.-L., Girardet, C., Vaudroz, C., & Crahay, M. (2018). Teaching experience, teachers’

beliefs, and self-reported classroom management practices: A coherent network. SAGE

Open, 8(1). https://doi.org/10.1177/2158244017754119

Gage, N. A., Scott, T., Hirn, R., & MacSuga-Gage, A. S. (2017). The relationship between

teachers’ implementation of classroom management practices and student behavior in

Elementary School. Behavioral Disorders, 43(2), 302–315.

https://doi.org/10.1177/0198742917714809

Good behavior game. Good Behavior Game | Intervention Central. (n.d.). Retrieved June 10,

2022, from https://www.interventioncentral.org/behavioral-interventions/schoolwide-

classroommgmt/good-behavior-game

Oliver, R. M., Wehby, J. H., & Nelson, J. R. (2015). Helping teachers maintain classroom

management practices using a self-monitoring checklist. Teaching and Teacher Education,

51, 113–120. https://doi.org/10.1016/j.tate.2015.06.007