EDN 358: ASSIGNMENT ONE
EVIDENCE BASED PRACTICE GUIDE
Managing a classroom can be one of the most feared parts of teaching, furthermore, being a first
time teacher can make the experience quite overwhelming. It can cause stress and unhappiness
which can eventually lead to individuals leaving the teaching profession. To make matters worse, the
students’ motivation to learn is hindered, and in most cases, their willingness to learn is reduced.
CLASSROOM MANAGEMENT. WHAT IS IT?
Classroom management is a term that educators use to describe the methods of eliminating
misbehaviour within the classroom and ways of dealing with it upon arising. In other words, it is the
technique teachers use to maintain power and control in the classroom (Kelly, 2014). Having a solid
knowledge base of classroom management strategies and interventions is imperative to any teacher,
and must be implemented on first contact with students for it to be effective. As the amount of time
available for learning is determined by the teacher, it is imperative that any educator, plans,
prepares well and be extremely organised, for any management strategy to be effective.
WHY HAVE A TEACHING PHILOSOPHY?
Having a personal teaching philosophy within the boundaries of a school is extremely important as it
will assist teachers having a direct purpose for teaching. It will assist themselves to be more focused,
rejuvenated and excited about the prospect. This so called, “mission statement” will help an
educator stay true to ones beliefs, and by reflecting on these core beliefs and values, can bring life
and direction into the classroom.
MY TEACHING PHILOSOPHY
In order to be a successful teacher my classroom will be a caring, safe, as well as an equitable
environment. I will endeavour to encourage my children to become responsible members of our
classroom community by using strategies such as class meetings, positive discipline, and democratic
principles. I will know and understand all of my students individually, as well as a collective. Knowing
that students actively construct and transform their own knowledge based on their prior
experiences and learnings, will assist me with a critical analysis of each child. It is my responsibility as
an educator to be an effective diagnostician of my students’ interests, abilities and plan tasks that
will both challenge and allow students to think and grow. Knowing that most of learning happens
through social interaction, I will need to structure their learning so that they productively collaborate
and cooperate with each other over the vast majority of class time. It is important to connect to my
students’ lives and the schools in which they practice. I must be a student of society and to keep
confidently changing the worlds in which the student lives. I will praise, encourage and provide
positive feedback, which will encourage all children in becoming caring and active members of
society. My philosophy is aligned with elements of both the psychoeducational theory and the
behaviourist theory as it depicts the type of teacher I strive to become.
THEORIES THAT ALIGN WITH MY TEACHING PHILOSOPHY
- APPLIED BEHAVIOUR ANALYSIS (ABA) PAUL ALBERTO & ANNE TROUTMAN
- GOAL CENTRED THEORY (GCT) RUDOLF DREIKURS
The Psychoeducational theory has a direct relationship with my philosophy:
- It focuses on my students needs through social interaction.
- The individual experiences that are brought into my classroom and are used as tools to promote
the learning process
- It focuses on my students’ interests and abilities, and planning tasks that will both challenge and
allow students to think and grow.
The Behaviour based theory is aligned with my teaching philosophy:
- It enhances the behaviours by first assessing the relationship between the behaviour and the
environment in which they learn
- ABA will help my students develop their social, academic, self-help and behavioural skills needed to
interact with others and to cope with the challenges of everyday life.
Psychoeducational Theory
Focuses on teachers to seek out the needs-based explanations as for why their students are motivated to misbehave, and
to then negotiate alternative ways for these needs to be met (Lyons, Ford, Slee,
2014, pp. 23). Psychoeducational basically seeks to prevent and/or address negative beliefs, thoughts or feelings that students
may develop as they attempt to refine their self-perceptions in the light of experience (Lyons, Ford, Slee, 2014,
pp.23). This particular type of strategy encourages teachers striving to create
learning environments which best meet these needs. This theory basis itself
around a number of key principles in which people are believed to be social
beings and have desires to belong to key social groups, family groups and school groups, which in turn, develop positive
relationships within these frameworks to meet the individuals’ needs
Behaviourist Theory
Is based around the work of B.F Skinner and is strongly influenced by the behaviourist approach to learning. It suggests that behaviours are simply controlled by the environment in which a person lives and the consequences that happen within it (Lyons, Ford, Slee, 2014, pp. 29). It encourages children developing their social, academic, self-help and behavioural skills needed to interact with others and to cope with the challenges of everyday life. This theory is synonymous with a good number of the ‘basic’ classroom management practices used by many teachers, however, more often than not, applies when responding to students who manifest more challenging behaviours (Lyons, Ford, Slee, 2014, pp. 29)
CLASSROOM GUIDE: 5 EVIDENCE BASED PRACTICES 1. FORMING AND ESTABLISHING CLASS RULES
Creating a list of class rules can be quite daunting for many, but with patience, research and the help
of your students, it can be quite satisfying and rewarding. Rules and conduct have to be established
immediately within the group. Below are some practices that teachers can use to establish the rules
in your classroom.
Start with a list of what you consider the bare essentials. After thoughtful discussion, work
with the group of students to create a set of rules of conduct for your classroom.
Respect for each individual and their property within the classroom. No hitting or stealing
etc.
Laughter is a great tool in class. Laugh with anyone, however do not laugh at someone.
All students are to be responsible for their own learning
Come to class on time and always hand in assignments on time.
Do not disturb students who are working.
All of these rules are great examples for teachers to use to control the classroom. Teaming up with
students will assist in managing behaviours. History says, that most teachers agree to use only a
select few as it will assist the successful learning of the learner and create an orderly environment. If
the list is too long or too hard, the students, and also the teacher will find it hard to remember.
Creating and establishing class rules in a classroom is a common type of proactive approach.
TEACHERS TIPS: HOW?
NOTE: It's also a good idea to post the rules as a reminder and send a copy home with
each student
Only select a few rules
Make your rules as clear as possible
Decide the consequences
with your students
Teach the rules as a
regular lesson. It should be
your first lesson
Discuss each rule
individually and the
rationale behind it.
SUMMARY OF EVIDENCE
Brandi Simonsen, Ph.D and Sarah Fairbanks, M.S (2010), from the University of Connecticut,
proved that teachers need to teach the expectations directly to students. Defining these
expectations in operational terms and explain what the rules look like within routine are
very important steps to ensure classroom management. Students need to be actively
involved in the exchanging of rules. (Fairbanks, Simonsen, B, 2010).
Ashley S. MacSuga, MA & Jennifer Freeman MA (2011), noted that students’ misbehaviour
is managed by providing students with visual prompts (e.g., posters, illustrations, etc) in
class. By using pre-corrections, including verbal reminders, behavioural rehearsals and/or
demonstrations of rule following, students’ behavioural problems are to be less likely in the
classroom (MacSuga, Freeman, 2011).
Dr Barry s. Parsonson (2012), claims that effective teaching and positive functioning
classrooms with low levels of disruptive behaviour, require planning and consistency.
Establishing clear, simple rules and expectations which are consistently and fairly applied will
ensure that behaviour in classroom will be limited (Parsonson, 2012).
Kratochwill, Deroos and Blair from the University of Wisconsin-Madison, argued that
classroom management is the process by which teachers and schools create, and maintain
appropriate behaviour of students in classroom settings. Class rules are essential to maintain
classroom order and rules should not be established if the teacher is unwilling to enforce
them (Kratochwill, Deroos, Blair, N.d).
Geoff Petty (2006) from Nelson Thornes examined student behaviour and found that
student misbehaviour decreases by 28% when rules and procedures have been established.
Furthermore, experiments show that classrooms became much more orderly when rules are
stated, or better still negotiated, discussed and fully justified (Petty, 2006).
WHY ESTABLISH CLASS RULES AND PROCEDURES?
WHY
To treat others with fairness and
kindnessTo
demonstrate appropriate behaviours
To set expectations
and boundaries
To create inclusivity in
the classroom
To maintain control
To create stability and
order
WHEN TO ESTABLISH RULES?
Works in conjunction with
Encouragement and Praise and Positive feedback (Rules have to be established in
order for a positive environment to be created)
Collaborative learning (Each group or partnership need rules and regulations for it to
be effective)
Whole Class Incentives (the effectiveness of group reinforcement contingencies and
token economies are effective if rules are established)
2. ALTERING THE CLASSROOM STRUCTURE/ENVIRONMENT
Warm and well run classrooms begin with the physical layout of the room. It is a pro-active response
that teachers need to minimise disruptions. From the arrangement of desks and working space, the
attractiveness and appeal of bulletin boards and the storage of materials and supplies. Organising
the physical nature of the classroom environment is of fundamental importance to good classroom
management (Lyons, Ford & Slee. Pp. 94, 2014). It sets the stage for a positive classroom ecosystem.
The physical settings of any classroom can have a powerful influence on a students’ expectations,
attitudes and behaviours (Lyons, Ford & Slee. Pp. 94, 2014). Any new or beginning teacher would
soon learn that this reflects their teaching style. It also reflects the person that you are, so, if a
teacher wanted to create a learning environment that enhances learning, then they shouldn’t
hesitate about giving their classroom a personal touch. Plants, art, rugs, posters, and maybe some
cosy pillows for the reading corner are examples of that (Shalaway, L. N.d). A teacher must be able
to easily access materials and supplies, which can eliminate delays, disruptions, and confusion as
students prepare for activities. If a classroom is poorly arranged, then students spend a lot of time
waiting — waiting in line, waiting for help, waiting to begin. (Shalaway, L. N.d).
On the arrival of
new students to
the class
At the start of
the school year
To reflect upon the
rules esatblished
When rules are broken
To follow up on
existing rules
TEACHERS TIPS: HOW?
SUMMARY OF EVIDENCE:
Simonsen, Fairbanks, Briesh, Myers & Sugai (2008) defined structure as “the amount of
teacher or adult directed activity, the extent to which routines are explicitly defined, and the
design or physical arrangement of the classroom.” They believe that the physical
arrangement of a classroom will reduce disruption and misbehaviour. This includes the
permanent structure (i.e., walls, dividers, closets, etc) that defines the classroom space.
(Simonsen, Fairbanks, Briesh, Myers & Sugai, 2008).
Herman Miller (2008), proved that a classroom design can help to develop interpersonal
skills for life and work beyond the classroom. These outcomes included communication
skills, diversity and pluralism, critical thinking and problem solving, interpersonal skills
including teamwork, relationship management, conflict resolutions, workplace skills, and
personal skills for management of change, learning to learn, and personal responsibility
(Miller, 2008).
Brittany Allen & Katie Hessick (2011), argued that a teacher’s pedagogy must match the
space of the learning environment. They discovered that there were three elements of the
environment that influenced student behaviour in class. The spatial environment, the visual
environment and the acoustic environment, all of which enhance student learning (Allen,
Hessick, 2011).
Steve Higgins, Elaine Hall, Kate Wall, Pam Woolner & Caroline McCaugley (2005), proved
that the school built environment and the physical environment affect the way students
learn, but also behave. They proved that temperature and air quality, noise, light, colour and
other school factors contribute to classroom management. The furniture, equipment,
arrangement, layout, display storage and the use of ICT, all influence the way students
behave (Higgins, Hall, Wall, Woolner &McCaugley, 2005).
Caroline Guardino and Elizabeth Fullerton (2010) had developed a three part process to
changing the classroom environment. By observing, modifying and following up, classroom
management had improved. Results from a survey from Public Agenda 2004, found that 75%
of teachers spent more time in the classroom managing behaviours.
FURNITURE- Before moving furniture, factors including the size of the room and the number of students are to be
considered.
- Consider the needs of each student.
- Rows, Groups, workstations are to be considered
-Access and movement of the class need to be planned
CLASSROOM AESTHETICS
- Have a variety of settings within the classroom
- Variations of colour, space and texture
- Have a display of students' work, photos, hand prints on show to
create a feeling of belonging
- Displays to be changed over time to create a fresh feeling in class
ROUTINES AND PROCEDURES
- Keep practical routines and procedures clear, simple and
precise.
- Once key routines are established, most students will incorporate it
into their daily habits.
- Routines and habits need to be taught from the beginning or during
activities.
- Encourage the students to become responsible for housekeeping
duties.
WHY ALTER THE CLASSROOM STRUCTURE/ENVIRONMENT?
WHEN TO ALTER THE CLASSROOM STRUCTURE/ENVIRONMENT?
Works in conjunction with:
Collaborative Learning (Having an organised classroom environment will enhance group
and peer learning.)
TO AFFECT THE PHYSICAL
ELEMENT OF THE CLASSROOM
TO INFLUENCE THE BEHAVIOURS
WITHIN THE CLASSROOM
WHEN STUDENTS
NEED A CHANGE
WHEN ORGANISING
YOUR RESOURCES
AND MATERIALS
WHEN STUDENT RECORDS
NEED TO BE ALIGNED
WHEN STUDENTS
NEED TO BE TRAINED ON
CLASS POLICIES
WHEN THE NUMBER OF
ABSENTEEISMS INCREASES
3. ENCOURAGEMENT & PRAISING POSITIVE FEEDBACK
This is an intervention type practice that aligns itself with the Goal Centred Theory. Regular feedback
provides a key link to maintaining a positive approach to behaviour and the curriculum materials
being presented (Lyons, Ford & Slee. pp. 75, 2014). Greenwood, Arreaga-Mayer and Carter argued
that feedback is a crucial element in the learning process and that practice without feedback will
result in ineffective learning. Misbehaviour can be a result of inadequate or poor feedback.
Whenever a student provides a response, it is imperative that the feedback given is understood by
the student/s. Positive feedback communicates to the students that the teacher is recognising the
efforts and progress. (Lyons, Ford & Slee. pp. 75, 2014). Teachers have a responsibility to foster
students’ sense of self-efficacy and offering positive feedback does this. Students are made to feel
valued, therefore rapidly reducing the chance of misbehaviour.
TEACHERS TIPS: HOW?
Providing positive feedback can be incorporated within the BSLIM model. It provides teachers with a
simple mnemonic device to help them remember how to provide feedback. (PPPF) (Bilash, 2009).
P: Precise Directed at a specific aspect
P: Personalised Directed towards a particular person
P: Positive Helping learning, boosting self-esteem and building confidence and motivation
F: Feedback NOTE: Remember, feedback, whether positive or constructive, should always be given to help the
student/s whether by encouraging or correcting. Teachers must know their students and be aware
of which type of feedback works best for each student (Bilash, 2009).
OTHER TIPS INCLUDE:
A MODEL OF FEEDBACK TO ENHANCE LEARNING: Taken from Hattie, J. and Timperley, H. (2007).
The Power of feedback. Review of Educational Research, 77-87.
SUMMARY OF EVIDENCE
Villeda, Shuster, Magill & Carter (2014) recognises the importance of praise. It should be
given at a ratio of 4:1. Six statements every fifteen minutes will ensure that the students stay
motivated and engaged. Behaviour specific praise (BSP) can be divided into three parts.
Positive praise, behaviour specific and student specific. BSP will equip students with
academic, behavioural and social skills required to be successful (Villeda, Shuster, Magill,
Carter, 2014)
Fergerson (2013), considers the types of praise, and the effects of praise on learning and
behaviour, particularly as it relates to motivation. She believes it largely depends on the
purpose. Most researchers agree that praise should be delivered contingently, be specific,
credible, and feedback to be task-related. She suggests teachers need to empower children
to reflect, to move to the next learning or behaviour step, to become risk-takers, to grow
self-efficacy, and become autonomous learners (Fergerson, 2013).
Simonson, Freeman, Goodman, Mitchell, Swain, Bradway, Flannery, Sugai, George &
Putman (2012) recognise the importance of key strategies to support classroom
management. Teachers should consider student characteristics (age, preferences) when
delivering behaviour-specific praise, and adjust accordingly (e.g., praise privately versus
publicly). Teachers should provide praise soon after the behaviour, and for it to be,
understandable, meaningful, and sincere (Simonson, Et.al. 2012).
WHY ENCOURAGE AND PROVIDE POSITIVE FEEDBACK?
(Spiller, D. 2009)
To deliver high quality feedback to encourage learners to self-correct
To close the gap between the current
and desired performance
Ensuring that the feedback given has a
positive impact on learning
To encourage interaction and dialogue between teacher and student
To facilitate the development of self
assessment and reflection in learning
To provide choice to the individual
To involve the students in the decision making process
To encourage positive motivational beliefs
and self esteem
To provide information to
teachers to shape their teaching
WHEN SHOULD FEEDBACK BE GIVEN?
Works in conjunction with:
Rules (Class Rules have to be assessed and feedback given after a period of time)
Collaborative Learning (Praise and feedback will be used to assess group work)
Whole Class Incentives (Praise and rewards promote good behaviour)
Immediately, or at worse,
slightly delayed
While students are still
mindful of the topic
While they are still mindful of
the learning goal
While they still have some
reason to work on the learning
target
When the student wants to hear your
feedback
4. COLLABORATIVE LEARNING
Co-operative learning is an effective tool that underscores a preventative approach to managing
classroom problems. It is itself a learned activity. It must be workshopped and practised many times
for it to be an effective tool. The rules for interaction must be designed by the group and discussions
about fairness and feelings organised (Lyons, Ford & Slee. pp. 79, 2014). Any student that operates
in a co-operative learning environment generally are absorbed in an activity as they work together
to achieve a common goal. It addresses specific academic content, social skills and increases the
understanding of the roles people fulfil in it (Lyons, Ford & Slee. pp. 79, 2014). It enhances student
control over the learning process. Although the teacher maintains control over the guiding and
facilitating of the class, it’s the students who are empowered to share the responsibility of the
learning (Lyons, Ford & Slee. pp. 79, 2014). The skills obtained from this type of learning include,
effective communication, maintaining and building trust and leadership, all whilst reducing or
eliminating misbehaviour within the classroom.
TEACHERS TIPS
(Clifford, M. 2014.)
ESTABLISH GROUP GOALS
KEEP GROUPS TO
4 OR 5 PEOPLE
BUILD TRUST AND PROMOTE OPEN
COMMUNICATION
FOCUS ON ENHANCING
PROBLEM SOLVING AND CRITICAL
THINKING SKILLSKEEP IN MIND THE DIVERSITY OF EACH GROUP
ESTABLISH GROUP
INTERACTIONS
CONSIDER THE LEARNING
PROCESS ITSELF AS PART OF THE ASSESSMENT
COLLABORATIVE LEARNING MODELS
THINK-PAIR-SHAIR (Davidson & O'leary, 1990)
Is a great tool to get started. It involves only two participants. Each pair is provided with a question
to answer. They both think of the answer and share the response with each other. The pair then
decides on what answer to share with the rest of the class (Lyons, Ford & Slee. pp. 80, 2014).
THE CO-OP MODEL (Davidson & O'leary, 1990)
Tasks are broken into smaller sections so that every individual is responsible for completing a section.
The group then combine all their efforts upon presenting to the class. (Lyons, Ford & Slee. pp. 80,
2014).
This is an effective strategy that is used in schools and universities today
THE JIGSAW MODEL (Aronson, Stephen, Lides, Blaney & Snapp, 1990)
Centres on developing individual expert roles based on a group topic. It divides a task into
sections, and one student is to be given the role of 'expert.' These experts then meet and assist each
other in exploring the topic. The experts then return to their home group and teach each other
about the area that they were responsible for class (Lyons, Ford & Slee. pp. 80, 2014).
THE JOHNSON MODEL (Johnson & Johnson, 2003)
Provides the framework for the teaching process in developing effective group participation. A
particular topic is presented to the group, and then a time frame is established for completion. Social skills are developed, as students select their roles within the group. The teachers role is to provide feedback and monitor progress of each activity. Evaluation is based on the goals that were set at
the beginning of the lesson (Lyons, Ford & Slee. pp. 80, 2014).
EVIDENCE BASED
PRACTICES
WHY USE COLLABORATIVE MODELS?
WHEN TO USE THE CL MODEL
Works in conjunction with:
Whole Class Incentives (Incentives for Group work)
Rules (these are to be established before any group can work together)
Feedback and Praise (teacher specific feedback essential to promote group work)
Classroom Environment (needs to be structured to enable group work)
IT NARROWS THE LEARNING GAP BETWEEN
STUDENTS
COLLOBORATIVE AND SOCIAL
SKILLS IMPROVE
MOTIVATION IS INCREASED AND MISBEHAVIOUR
DECREASES
COGNITIVE GROWTH. WAYS
OF THINKING IMPROVES
PROBLEM SOLVING SKILLS AND CRITICAL
THINKING SKILLS IMPROVE
WHEN IMPLEMENTING GROUP WORK IN
CLASS
WHEN MONITORING
STUDENTS' PROGRESS AND
ABILITIES
WHEN STUDENTS' ENGAGEMENT IS
MINIMAL
TO EVALUATE AND ASSESS THE
STUDENT
TO CHANGE UP A TASK OR SKILL THAT
NEEDS TO BE DEVELOPED
5. GROUP CONTINGENCY (WHOLE CLASS INCENTIVES)
A way to achieve whole class learning is to introduce incentives that will promote positive behaviour.
Prizes and punishments have always been a controversial topic for teachers. Many teachers see
extrinsic material rewards as an appropriate and effective way to manage behaviour, whereas other
teachers don't want to "bribe" the kids to do work that they should be intrinsically motivated to do
on their own (Lewis, 2014). However whole class incentives have been shown to dramatically reduce
the amount of misbehaviour in classrooms. A key advantage of a whole class approach is that the
class can engage in the process of developing common goals and understanding of the policies and
practice within the classroom. There is enhanced consistency in practice across the class (Lyons, Ford
& Slee. pp. 217, 2014). These practices aim to create a safe school, and class environment for all
concerned. It is a proactive approach that can be planned and delivered in any classroom of today.
TEACHERS TIPS
TOKEN ECONOMY: USED TO EXCHANGE FOR
PRIZES OR PRIVILEGES.
EXTRA COMPUTER TIME IN CLASS
ONE HOMEWORK PASS FOR EACH STUDENT
PIZZA PARTY
CLASS LUNCH WITH THE TEACHER/PRINCIPAL
FIELD TRIPS SPECIAL GUEST IN CLASS
LONGER RECESS OR LUNCH
AN AFTERNOON OF ART, MUSIC OR PHYS.ED
WHY USE THE WHOLE CLASS INCENTIVE?
SUMMARY OF EVIDENCE
Simonsen, Fairbanks, Briesh & Myers (2008) demonstrate the effectiveness of group
reinforcement contingencies and token economies. These are strengthened when paired
with a continuum of other classroom management strategies. These include establishment
of rules, self-management and peer monitoring, social skills and individual contingencies
(Simonsen, Fairbanks, Briesh, Myers. 2008).
Dr Barry. S. Parsonson (2012) paid special attention to class-wide incentives. He believed
that low-level disruption can be endemic and stressful. He went on to write that it had a
potential launching pad for more problematic classroom behaviours, and that interventions
focusing on the whole class can be more effective than targeting individuals. There were
numerous programmes in the research literature, including token economies and prize
draws to increase appropriate behaviours as outlined below ( Parsonson, 2012).
Simonsen, Freeman, Goodman, Mitchell, Swain, Bradway, Flannery, Sugai, George &
Putman (2012) prove that when behaviour contracts, group contingencies and token
economies are used in class, there will be an increase in the desired behaviours expected by
the teacher. They believe that these key strategies enhance the learning of a particular
group (Simonsen Et.al, 2012)
TEAMWORK
When the students are working together to achieve a goal, they develop teamwork
ENCOURAGEMENT
Students are continually encouraging and
supporting each other to achieve the goal
COLLABORATION
Students will do their share of work so they dont disappoint the team. They focus on
someone else, beside themself.
WHEN TO USE WHOLE CLASS INCENTIVES
Works in conjunction with:
Forming and establishing class rules (for any class incentive to be given, class rules need to
be formed and followed)
Praise and Positive feedback (praise and feedback will be given to enhance students
participation for incentives)
Collaboration (Incentives will be given for effective group work)
Class Environment (Class will be motivated for incentives if the learning environment is
stimulating)
WHEN THE GROUP NEEDS
TO WORK TOWARDS A
COMMON GOAL
WHEN A TEACHER NEEDS
TO ASSESS SOCIAL SKILLS
WHEN PROBLEM SOLVING AND
CRITICAL THINKING SKILLS NEED TO BE
ASSESSED
WHEN ENCOURAGEMENT IS NEEDED WITHIN
THE CLASS
WHEN ANY STUDENT NEEDS
TO BE MOTIVATED
References:
Allen, B., & Hessick, K. (2011). The Classroom Environment: The Silent Curriculum. A Senior Project
submitted in partial fulfilment of the requirements for the Bachelor of Science Degree in Child
Development, 1-39.
Australia. Department of Health. Kids Matter. (2016). Effective discipline in the classroom.
Retrieved from
https://www.kidsmatter.edu.au/families/about-behaviour/discipline/applying-effective-
discipline-classroom-suggestions-teaching
Bilash, O. (2009). Offering Students Feedback. Retrieved from
http://www.educ.ualberta.ca/staff/olenka.bilash/best%20of%20bilash/feedbackstudents.html
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Fergerson, M. (2013). Praise: What Does the Literature Say? What Are the Implications for
Teachers? 14(2), 35-39.
Guardino, C., & Fullerton, E. (2010). Teaching Exceptional Children: Changing Behaviours by
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https://www.apa.org/education/k12/classroom-mgmt.aspx
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from http://k6educators.about.com/cs/classroommanageme3/a/rewardsprizes.htm
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Supports Conference. University of Connecticut.
Miller, H. (2007). Rethinking the Classroom: Spaces Designed for Active and Engaged Learning and
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Simonsen, B., Freeman, J., Goodman, S., Mitchell, B., Swain-Bradway, J., Flannery, B., Sugai, G.,
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behavioral-strategies-in-the-classroom/
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