Conscious discipline implementation : a case study on teacher management of chronic problem behaviors

WCU Author/Contributor (non-WCU co-authors, if there are any, appear on document)
Danielle Marlyn Sorell (Creator)
Western Carolina University (WCU )
Web Site:
Lori Unruh

Abstract: Effective classroom management is one of the most important factors that contributes to instructional time and student achievement. Conscious Discipline is an approach to classroom management that emphasizes social-emotional development of adults and the children that they interact with. This study examined the implementation of this approach in nine kindergarten thru third grade classrooms. The teachers participated in the experimental group (n = 8) or the control group (n = 1). The teachers who participated in this study received Conscious Discipline training during the Fall 2011 school semester. The goals of this training were to help teachers enhance social and emotional skills of children, increase academic engagement, and change the teacher’s perceptions and responses to behavioral conflict situations in the classroom. Once fully implemented during the Spring 2012 semester teachers experienced a decrease in time spent correcting student misbehavior, an increase in student engagement, and a decrease in student misbehavior. Teacher data was collected through pre and post self-ratings and fidelity of implementation observations. In addition, student data was obtained through structured classroom behavioral observations, and behavioral and emotional ratings of students. Similar data was also collected on a control classroom not participating in the Conscious Discipline training. Results indicated trends in increased teacher’s perceptions of improved classroom management. Teachers reported significantly less time spent managing discipline issues following the implementation of the Conscious Discipline program. Social-emotional ratings significantly decreased for the target students. Behavior ratings indicated increased academic engagement across both target students and their peers. Additionally, teachers reported significantly less disruptive behaviors in their classrooms. Fidelity checks for the Conscious Discipline Skills and Structures were also reported.

Additional Information

Language: English
Date: 2013
academic engagement, classroom management, conscious discipline, student achievement, student behavior, teaching perceptions
Classroom management -- North Carolina -- Methodology -- Evaluation -- Case studies
School children -- North Carolina -- Discipline -- Methodology -- Evaluation -- Case studies

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