Back to Basics

Abstract

Research begun in the 1960s provided the impetus for teacher educators to urge classroom teachers to establish classroom rules, deliver high rates of verbal/nonverbal praise, and, whenever possible, to ignore minor student provocations. In that there have been significant advances in the knowledge of what constitutes effective classroom management, a review of past-to-present literature was conducted to determine whether it is time to alter the thinking about one or more of these basic behavioral strategies. The research conducted over the years supports the basic tenets of these strategies, but with some important caveats. Finally, there are several newer strategies that warrant attention.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 227 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.