Back to Basics: Rules, Praise, Ignoring, and Reprimands Revisited

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Marcia L. Rock, Professor (Creator)
The University of North Carolina at Greensboro (UNCG )
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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.

Additional Information

Intervention in School and Clinic, 44 (4), 195-205.
Language: English
Date: 2009
Interventions, Classroom behavior, Management, Behavior

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