POSITIVE CLASSROOM STRATEGIES TO IMPROVE BEHAVIOR AMONGST STUDENTS FROM THE AGE GROUP OF 10 TO 12

by

ACKNOWLEDGEMENT

I would take this opportunity to thank my research supervisor, family and friends for their support and guidance without which this research would not have been possible.

DECLARATION

I, [type your full first names and surname here], declare that the contents of this dissertation/thesis represent my own unaided work, and that the dissertation/thesis has not previously been submitted for academic examination towards any qualification. Furthermore, it represents my own opinions and not necessarily those of the University.

Signed __________________ Date _________________

ABSTRACT

In this study we try to explore the concept of classroom management in a holistic context. The main focus of the research is on developing positive classroom management strategy and its implementation in a local district to improve behavior amongst students of age group of 10 to 12. The research also analyzes the type of disruptive behaviors by surveying and interviewing teachers of the schools of local district in South Georgia. Finally the research an incentive based classroom management strategy that can serve as a solution to the disruptive behavior of students of age group 10 to 12.

TABLE OF CONTENTS

ACKNOWLEDGEMENTII

DECLARATIONIII

ABSTRACTIV

SECTION 1: THE PROBLEM1

Introduction1

Definition of the Problem2

Rationale5

Evidence of the Problem at the Local Level5

Evidence of the Problem from the Professional Literature6

Theoretical Framework9

Definitions10

Aims and Objectives of the Study12

Significance12

Guiding/Research Question13

Review of the Literature13

Problem Behaviors13

Classroom Management15

Teacher Effectiveness and Student Achievement18

Principles of High-Quality Professional Development20

Research and Literature on Professional Development21

Effective Professional Development24

Evaluating Teacher Performance30

Effects of Disruptive Behavior on Instruction31

Effects of Disruptive Behavior on Teacher31

Effects of Disruptive Behavior on Students34

Summary35

SECTION 2: THE METHODOLOGY37

Mixed Method Research Design37

Participants' Rights38

Informed Consent38

Confidentiality39

Participant Selection39

Data Collection40

Secondary Research40

Primary Research45

Reliability and Validity of Instruments46

Phase One: Survey Findings48

Phase Two: Qualitative Data Collection59

Participant Selection60

Interview Questions61

Procedure for Qualitative Data Collection62

Qualitative Findings62

Classroom Management Strategies in Use64

Interpretation of Quantitative and Qualitative Research Findings65

Suggestions for Change66

SECTION 3: THE PROJECT68

Introduction68

Description and Goals68

Rationale69

Review of the Literature70

Behavior Intervention70

Strategies for Managing Student Behavior72

Administering Strict Measures72

Building Good Relationships74

Constructing Partnership with Parents76

Creating Positive Classroom Community77

Effectively Managing Space And Seats78

Establishing Classroom Rules79

Fostering a Positive Classroom Climate80

Performing Appropriate Response82

Promoting Instructional Quality83

Teaching Appropriate Behaviors87

Issuing Rewards and Punishment88

School-Based Rewards Programs and Behavior91

Teacher Training96

School Student Behavior Contest98

Implementation99

Potential Resources and Existing Supports100

Potential Barriers100

Roles and Responsibilities of Student and Others100

Project Evaluation101

Implications Including Social Change101

Local Community103

Far-Reaching104

Conclusion105

SECTION 4: REFLECTIONS AND CONCLUSIONS107

Introduction107

Project Strengths107

Recommendations for Remediation of Limitations108

Project Development and Evaluation109

Leadership and Change109

Analysis of Self as Project Developer111

The Project's Potential Impact on Social Change111

Implications, Applications, and Directions for Future Research112

Conclusion112

REFERENCES115

APPENDIX149

Appendix A: Survey Cover Letter149

Appendix B: Survey Instrument150

SECTION 1: THE PROBLEM

Introduction

In recent years, the demand to have effective and efficient behavioral intervention in urban classroom has increased. This thrive is multifaceted for this demand and it includes both, internal and external factors of the schooling system (GovTrack, 2007). Efforts made to include and educate students in the least restrictive environment require the teachers develop skills to deal with students who have various needs, even though they belonged to the same classroom. Teachers needed to effectively work and deal with students possessing significant behavioral and learning difficulties (Gable, Hester & Hughes, ...