Classroom Management 2 Acknowledgements First of all, I would like to thank my husband, Jon. He has been extremely supportive of me throughout all of my years in higher education. I have truly appreciated all of his encouragement to persevere through this journey, I would not have made it to completion without him. Thank you to my three daughters who remained patient with me and encouraged me to not give up. My husband and daughters made many sacrifices on my behalf so I could achieve my goal of completion. I also would like to express appreciation to my parents who instilled in me a desire to continuously learn and to my siblings who cheered me on to completion. I appreciate my committee who showed interest in my project and gave positive feedback on my work. I am especially grateful for Dr. Natalie Williams. Without her, I could not have completed this project. She remained patient with me as time passed to completion. I learned more than I could have without her expertise and support. She is highly knowledgeable in research methods and helped me discover the best research methods to use. I am indebted to her dedication to aide me in my success. Classroom Management 3 Table of Contents NATURE OF THE PROBLEM.......................................................................................... 8 Literature Review.................................................................................................... 9 Importance of Classroom Management ...................................................... 9 Recommended Components for Classroom Management ........................ 12 Classroom environment ................................................................ 12 Behavior management .................................................................. 13 Classroom instruction ................................................................... 14 Results of Inconsistent Classroom Management ...................................... 14 Coaching as a Support System .................................................................. 18 Summary ................................................................................................... 19 PURPOSE ......................................................................................................................... 21 METHOD ......................................................................................................................... 22 Research Design.................................................................................................... 22 Participants ............................................................................................................ 23 Instruments ............................................................................................................ 24 Procedure .............................................................................................................. 24 Data Analysis ........................................................................................................ 25 RESULTS ......................................................................................................................... 26 Kathryn ................................................................................................................. 30 Jessica ................................................................................................................... 33 Linda ..................................................................................................................... 36 DISCUSSION ................................................................................................................... 39 Implications........................................................................................................... 43 Limitations ............................................................................................................ 45 Classroom Management 4 Further Research ................................................................................................... 46 Conclusion ............................................................................................................ 47 REFERENCES ................................................................................................................. 48 APPENDICES .................................................................................................................. 52 Appendix A: Institutional Review Board Approval ............................................ 53 Appendix B: Subject Letter of Consent for Participation ..................................... 55 Appendix C: Classroom Management Checklist .................................................. 58 Classroom Management 5 List of Tables Table 1. Schedule of Treatment Phases Across All Participants .................................... 23 Table 2. Summary of Percent of Checklist Items for Kathryn on Self-Assessment and Live Observation .............................................................31 Table 3. Summary of Percent of Checklist Items for Kathryn during Live Observations Across Phases .......................................................... 32 Table 4. Summary of Percent of Checklist Items for Jessica on Self-Assessments and Live Observations ..........................................................34 Table 5. Summary of Percent of Checklist Items for Jessica during Live Observations Across Phases .......................................................... 35 Table 6. Summary of Percent of Checklist Items for Linda on Self-Assessments and Live Observations ..........................................................37 Table 7. Summary of Percent of Checklist Items for Linda during Live Observations Across Phases .......................................................... 38 Classroom Management 6 List of Figures Figure 1. Percentage of checklist item totals across treatment phases at the excellent, satisfactory, and needs improvement level ...................................... 28 Figure 2. Percentage of checklist item totals in behavior management across treatment phases at the excellent, satisfactory, and needs improvement level ........................................................................... 29 Classroom Management 7 Abstract Classroom management is one of the most fundamental practices necessary for teachers to have engaged learning within their classrooms. This study focused on observations, self-assessments, and coaching as a means to improve classroom management. This study used a modified ABC across subjects design. This design focused on individual elementary teachers and their implementation of classroom management practices in daily classroom instruction following either a self-assessment or a coaching session with the researcher. Teachers were selected from volunteers in an elementary school in a mountain-west state. Three teachers participated in this study. The study supported the results of previous research indicating that many teachers self-report that they are implementing effective classroom management practices, but when observed, the self-assessment did not reflect what was observed. There were improvements in the implementation of classroom management practices following self-assessments and coaching of classroom management practices. Classroom Management 8 NATURE OF THE PROBLEM Classroom management is one of the most important skills teachers need to master to be effective at engaging students in instruction. An effective classroom management plan can lead to effective behavioral management which promotes positive student behaviors, and ultimately student achievement (Evertson, 1989). Learning how to manage a classroom is difficult for beginning teachers. Beginning teachers have reported that “weak classroom management skills and disruptive students are the most significant barrier to being a good teacher” (Eisenman, Edwards, & Cushman, 2015, p. 1). Many teachers enter the classroom feeling inadequately prepared in classroom management (Reupert & Woodcock, 2015) Beginning teachers experience the reality of managing the classroom in addition to teaching curriculum (Dicke, Elling, Schmeck, & Leutner, 2015). An effective classroom management plan results in organized, attentive, on-task, and engaged students. Teachers often feel overwhelmed by the many recommendations of effective classroom management strategies (Reupert & Woodcock, 2015). There tends to be a wide variety of what researchers recommend as the best classroom management practices (Evertson, 1989; Garrett, 2015; Greenberg, Putnam, & Walsh, 2014; Sayeski & Brown, 2011; Simonsen, Fairbanks, Briesch, Myers, and Sugai, 2008; USOE, 2015). Teachers may find that many of the recommended classroom management plans do not fit the needs of themselves, their students, and their classrooms. If an effective classroom management plan is not implemented in classrooms, appropriate behavior patterns will not be developed (Sieberer-Nagler, 2016). Classroom management issues are unavoidable and part of being a teacher (Jones, Jones, & Vermette, 2013). Classroom management encompasses many different facets for student outcomes (Arens, Morin, & Watermann, 2015). Teachers feel unprepared for managing the Classroom Management 9 classroom, which also affects their self-efficacy as an educator (Aloe, Amo, & Shanahan, 2014). Managing a classroom effectively is difficult for beginning teachers. Teacher education programs focus mainly on the theoretical side of management (Eisenman et al., 2015). When teachers are not prepared with an effective classroom management system, students are inhibited from engaged learning (Arens et al., 2015). Literature Review This literature review will address several aspects of classroom management. The first section will review what classroom management is, why it is important, and what makes an effective teacher. The second section will review the different researchers and the components of management and strategies they deem most important. The third section will address the repercussions of failing to implement a classroom management plan and why teachers struggles due to their self-efficacy as classroom managers. The last section will address the effects of coaching as a support system in increasing implementation of effective classroom management. Importance of Classroom Management Classroom management is broadly defined as “the actions teachers take to create an environment that supports and facilitates both academic and social-emotional learning” (Dicke, et al., 2015, p.2). Classroom management also includes the actions taken by teachers to maintain order within their classroom and maximizes on-task time (Arens et al., 2015). The terms behavior management, classroom management, and discipline are often used interchangeably (Reupert & Woodcock, 2015). Some view classroom management and discipline as synonymous; whereas, others say classroom management has nothing to do with discipline (Hardin, 2012). Classroom Management 10 A classroom management plan is intended to give students the opportunity to learn all things (Sieberer-Nagler, 2015). Teachers’ actions in classroom management contribute to optimal teaching and learning environments (Reupert & Woodcock, 2015). The most effective classroom management plan meets the needs of the teacher, students, and the school (Hardin, 2012). Effective classroom management is a key component of learning and achievement (Arens et al., 2015). It is important to establish a classroom management plan well before the students even enter the classroom. Effective classroom management teachers have an exact plan of what management strategies will be implemented at the beginning and throughout the school year (Simonsen, et al., 2008). “What you do on the first days of school will determine your success or failure for the rest of the school year” (Wong & Wong, 2009, p. 3). Wong and Wong (2014) imply that consistency is a major component of classroom management. Even if teachers have an extremely effective classroom management on paper, if they do not follow through and use that plan, they will no longer be effective engaging students in their learning. Consistency is created when there is constant repetition in tasks and procedures. Time is wasted without consistency. Teachers are responsible for ensuring that their students understand the components of the classroom management plan including the expectations. The students also expect the teacher will follow through with the plan as designed (Wong & Wong, 2014). An effective classroom management plan can lead to effective behavioral management, which promotes positive student behaviors. Teachers who are able to implement daily classroom management plans that address and minimize misbehaviors are more effective educators (Greenberg et al., 2014). Any classroom management plan utilized by the teacher that Classroom Management 11 establishes behavioral expectations often results in appropriate student behaviors (Sayeski & Brown, 2014). When teachers set clear behavioral expectations, students are more successful in meeting those expectations (Arens et al., 2015). Establishing a classroom management plan is important. However, a main factor in the importance of classroom management is effectiveness of the teachers. Effective teachers focus on student achievement by using effective practices. They are also innovative planners and have learned to be an exceptional classroom manager. Effective teachers think critically and are problem solvers (Wong & Wong, 2014). Effective teachers are solid in classroom management, have mastered their lessons, and have positive expectations for their students. “Good classroom management does not just happen; effective teachers plan good classroom management” (Wong & Wong, 2014, p. 6). Teachers need to be aware of the needs of their students, develop problem solving skills, and know and implement their plan (Ediger, 2013). The quality of teachers and the effectiveness of their instruction play an important role in education. There is a direct relationship between the quality of education for students and the quality of their teacher (Akalin & Sucuoglu, 2015). Teachers who have difficulties with classroom management find they have more success with approaches that align with their beliefs. It is important that classroom management strategies utilized by teachers closely align with their teaching philosophies (Eisenman et al., 2015). Classroom management strategies have an impact on how students learn (Eisenman et al., 2015). Multiple classroom management strategies should be utilized in the classroom to increase student achievement and motivation (Arens et al., 2015). Classroom Management 12 Recommended Components for Classroom Management Researchers and state school boards have recommended strategies which are deemed “critical features of effective classroom management” (Simonsen et al., 2008, p. 353). The Utah State Office of Education [USOE] (2015) developed a technical assistance manual of the Least Restrictive Behavioral Interventions (LRBI). The LRBI manual contains three main categories for strategies in classroom management—classroom environment, behavior management, and classroom instruction. Each category contains a checklist with additional components of classroom management. Classroom environment. According to USOE (2015), classroom environment involves having a daily schedule, establishing and teaching routines, using effective transitions, clearly defined spaces, having accessible materials and supplies, and making sure students can be seen by the teacher. Sayeski and Brown (2011) have recommendations that compare to the LRBI manual such as listing clearly stated rules and procedures and utilizing classroom time wisely. In a positive classroom climate, teachers are task-oriented. They also provide a safe and open learning environment for their students. In classroom climate, teachers are good listeners and give their students opportunities to express their feelings (Evertson, 1989). Evertson (1989) and Garrett (2015) recommended having classroom traffic patterns or an arrangement in which all students can see what is being taught. Every item in the classroom should be strategically placed (Garrett, 2015). Routines should be taught at the beginning of the year and re-taught throughout the year (Greenberg, 2014). Evertson (1989), Greenberg et al. (2014), and Garrett (2015) all included rules and procedures as important components which align with the other recommendations similar to Arens and colleagues (2015) and Sayeski & Brown (2011). Classroom Management 13 Behavior management. Behavior management involves rules and expectations, consequences and rewards, monitoring of student performance, precision requests, and attention signals (USOE, 2015). Managing student behavior also involves delivering praise and encouragement, displaying students’ work, and allowing students to have privileges (Evertson, 1989). Teachers reinforce positive behavior when they use praise and rewards following the appropriate behavior. Praise should be specific to each student and delivered in abundance (Greenberg, 2014). In addition to using praise, teachers should address discipline. Discipline does not just refer to punishment but also refers to the actions teachers take to correct behaviors (Garrett, 2015). Surface management techniques are used to address minor behaviors (Sayeski & Brown, 2011). Using a continuum of strategies to acknowledge appropriate and inappropriate behaviors are important components in maintaining proper behavior management. Acknowledging appropriate behaviors has the potential to increase student behaviors, assignment completion, improved grades, and improved self-control. Differential reinforcement, planned ignoring, response cost, and time out from reinforcement are also strategies that can be implemented to address inappropriate behaviors (Simonsen et al., 2008). Another recommended model is Positive Behavior Interventions and Supports (PBIS). PBIS is generally utilized in a school-wide setting. In PBIS, attention is focused on primary, secondary, and tertiary students (Hill & Flores, 2014). School-wide positive behavior interventions and supports is a universal strategy with the intent to alter the environment of the school by improving discipline and reinforcement systems. PBIS also implements classroom and school-wide procedures that create positive change in staff behaviors which in turn have an effect on student behaviors (Bradshaw, Mitchell, & Philip, 2010). Classroom Management 14 “Research shows that use of school wide PBIS improves the likelihood that students will engage in behavior that is effective, efficient, relevant, functional, and socially appropriate.” (Hill & Flores, 2014, p. 94). Positive changes have occurred in students’ behavior in schools where staff are trained in PBIS (Bradshaw et al., 2010). PBIS helps improve the effectiveness of teachers. One finding with PBIS is that it should be “evaluated under real-world conditions, be practically important, and have adequate supports in place to insure implementation...” (Pas & Bradshaw, 2012, p. 430) Classroom instruction. Classroom instruction involves administering assessments of student needs, using data to drive instruction, ensuring students are engaged through a variety of teaching methods, and providing detailed instructions (USOE, 2015). Instructional management is a strategy is which teachers describe lesson objectives, provide explanations for their teaching and giving clear directions for classroom assignments. Teachers should be aware of the attentiveness of their students and the pace of their lessons. Teachers need to be adaptable with their lessons to change the pace if students are not attentive enough (Evertson, 1989). Implementing engaging and motivating subject matter instruction is important for teachers. They must plan their lessons carefully so the lessons are well organized and run smoothly (Garrett, 2015). Results of Inconsistent Classroom Management When teachers are not prepared with an effective classroom management plan, it often results in students who are disengaged from learning. Teachers can lose student engagement when components of classroom management are not taught and reinforced (Sayeski & Brown, 2011). Even teachers who have mastered their subject matter may not succeed if they do not utilize a viable classroom management plan (Ediger, 2013). Classroom Management 15 Lack of classroom management not only affects the teacher and their perceptions, but the student’s learning perceptions as well. Teachers who use classroom management strategies experience less aggressive behavior from their students (Gest, Madill, Zadzora, Miller, & Ronkin, 2014). Teachers with organized classroom management plans avoid many behavior problems and have fewer worries about discipline in the classroom (Garrett, 2015). If classroom management plans do not meet the needs of students, behavioral problems tend to increase (Hardin, 2012). Educators need to constantly analyze and follow through with their prepared classroom management plans (Ediger, 2013). Interventions that help teachers utilize classroom management strategies are valuable in reducing discipline problems while increasing student motivation and achievement (Arens et al., 2015). “Teachers who report more use of these strategies have students who display more positive patterns of social, academic, and behavioral adjustment across the school year” (Gest et al., 2014, p. 115) Appropriate behaviors should be established within classrooms so the maximum learning time may be utilized. Without enough behavioral support in the classroom, students may not have the guidelines necessary to learn, practice, and develop important skills. Time can be lost in the classroom when teachers must correct misbehaviors caused by poor classroom management skills (Sieberer-Nagler, 2015). Most discipline problems in classes are minor disruptions rather than severe behavior problems. Students who engage in disruptive behaviors often interrupt classroom instruction (Reglin, Akpo-Sanni, & Losike-Sedimo, 2012). Students with unresolved disciplinary problems in their classrooms may suffer from feelings of lower competence, test anxiety, and lowered motivation to learn (Arens et al., 2015). Classroom Management 16 An association between classroom disciplinary problems, achievement, and motivation is evident. A lack of classroom management results in a reduction of student achievement (Arens et al., 2015). Oftentimes, if teachers have problems managing student behavior, they may have similar problems with student motivation (Sieberer-Nagler, 2016). Teachers need to have high expectations when it comes to classroom management. When educators maintain high expectations, student achievement thrives and in turn, motivation increases (Arens et al., 2015). Many teachers rely on their natural inclinations to manage their classroom, rather than evidence-based practices. Teachers who rely on those natural tendencies may actually cause behavioral problems to increase rather than decrease (Rhode, Jenson and Reavis, 2010). Many teachers fail because they do not know what to do on a daily basis (Wong & Wong, 2014). Other teachers leave the profession because they lose control of their classrooms. They may also have difficult students who discourage them from being effective teachers (Rhode et al., 2010). Dicke et al. (2015) studied three different groups of teachers. The goal of this study was to observe the effects on short-term and long-term levels of teachers’ well-being and classroom management practices. The first group was trained in classroom management, the second group was trained in stress management, and the third group received no training. Dicke et al. (2015) concluded that a shortened classroom management training can have an impact on beginning teacher’s classroom management skills and their overall well-being. Without enough classroom management training, teachers enter the field feeling unprepared for the task of classroom management. They experience a reality shock of issues that may arise requiring effective classroom management skills and unfortunately the teacher’s well-being may suffer (Dicke et al., 2015). Classroom Management 17 Brouwers and Tomic (2000) examined teachers’ self-efficacy in classroom management and teacher burnout. If teachers are not confident in classroom management, they are more likely to experience burnout and emotional exhaustion. Teacher self-efficacy in classrooms will decrease when scored low on classroom performance evaluations. Teachers who lack self-efficacy in classroom management feel like they have failed and will give up easier (Brouwers & Tomic, 2000). A significant relationship exists between self-efficacy in classroom management and teacher burnout. A meta-analysis conducted with students with challenging behaviors indicated a moderate relationship between classroom management and three dimensions of burnout including emotional exhaustion, depersonalization, and lowered personal accomplishment. Teachers with lower self-efficacy in classroom management skills decreased their overall sense of accomplishment and increased their level of disengagement (Aloe, et al., 2014). Sieberer-Nagler (2016) found that “bad” teachers often see themselves as better teachers and have a better-self-image of themselves than they should. Many teachers were rarely aware of their inadequacies (Sieberer-Nagler, 2016). Self-assessments from teachers and observations from the director are often not the same. Teachers cannot change behaviors if they are unaware of what is wrong. Overall, self-assessments and observations support several theories that teachers need to put more effort into developing classroom management skills and training to improve engaged instruction within their classrooms (Sieberer-Nagler, 2016). Additionally, feedback provides teachers with the confidence to handle disruptive behaviors and improves self-efficacy (Brouwers & Tomic, 2000). Greenberg et al. (2014) found that pre-service education and student teaching may contribute to inadequacies in classroom management. Pre-service coursework lacks preparation Classroom Management 18 of classroom management. When student teachers enter the field, they feel their coursework has not prepared them for the realities of classroom disciplinary problems. Teacher education programs and student teaching experiences do not necessarily prepare a teacher to enter the classroom (Greenberg et al., 2014). Many student teachers do not have any experience on what to do on the first day of school (Wong & Wong, 2009). Educators are more confident when they use prevention strategies and initial correction strategies for behavior management. Teachers tend to prefer prevention strategies over correction strategies. Classroom management usage and self-confidence increase over time as strategies are further developed (Reupert & Woodcock, 2015). Effective classroom management takes time and utilization of many recommended components and strategies (Jones et al., 2013). One year in the field makes a difference in perceptions among teachers and the development of their classroom management skills (Reupert & Woodcock, 2015). Coaching as a support system Practices of classroom management learned in trainings can be difficult to use in daily routines due to limited resources, challenges with parents, resistance to change from administrators, parents, or students (Reinke, Stormont, Herman, & Newcomer, 2014). Coaching is becoming a more widely used practice as a support system in classroom management. Coaching can provide support to the teacher in an effort to improve intervention strategies in the classroom (Reinke, Stormont, Webster-Stratton, Newcomer, & Herman, 2012). Teachers who receive interventions and coaching demonstrate an improvement of classroom management strategies over time. In addition, teachers who have more feedback are able to implement more effective classroom management strategies (Reinke et al., 2014). Classroom Management 19 Coaching provides an outside set of eyes and ears, which helps determine the effectiveness of the teacher’s implementation of management strategies (Reinke et al., 2012). The perception of the teacher varies when compared to a director, principal, or co-workers perspectives. Teachers are often unaware of their levels of feedback or praise. Classroom teachers often do not have a positive classroom atmosphere, and may not handle mistakes well. Teachers do not recognize their weaknesses or all the components of good teaching. In order to increase the awareness of the discrepancy between self-perception and actual observed behaviors, it is important that a teacher receive feedback of their self-assessment compared to a classroom observation (Sieberer-Nagler, 2016; Reinke et al., 2014). Summary Classroom management strategies are important components to effective classroom instruction. An effective classroom management plan can lead to effective behavioral management, which promotes positive student behaviors. Effective teachers are solid in classroom management, have mastered their lessons, and have positive expectations for their students. The three main components of classroom management include classroom environment, behavior management, and classroom instruction. Each of these components contain sub-categories as guidelines for effective classroom management. According to USOE (2015), classroom environment involves having a daily schedule, establishing and teaching routines, using effective transitions, clearly defined spaces, having accessible materials and supplies, and making sure students can be seen by the teacher. Behavior management involves rules and expectations, consequences and rewards, monitoring of student performance, precision requests, and attention signals (USOE, 2015). Classroom instruction involves administering assessments Classroom Management 20 of student needs, using data to drive instruction, ensuring students are engaged through a variety of teaching methods, and providing detailed instructions of assignment expectations (USOE, 2015). When classroom management strategies are not utilized properly, teachers find themselves with lowered self-efficacy and experience burnout which leads to teachers leaving the profession. Lack of classroom management not only affects the teacher and their perceptions, but the student’s learning perceptions as well. Educators are more confident when they use prevention strategies and initial correction strategies for behavior management. Teachers tend to prefer prevention strategies over correction strategies. Coaching provides support systems to increase self-efficacy in teachers. Practices of classroom management learned in trainings can be difficult to use in daily routines due to limited resources, challenges with parents, resistance to change from administrators, parents, or students (Reinke, Stormont, Herman, & Newcomer, 2014). Coaching is becoming a more widely used practice as a support system in classroom management. Teachers who receive interventions and coaching demonstrate an improvement of classroom management strategies over time. Classroom Management 21 PURPOSE Researchers have found that teachers who fail to consistently implement an effective classroom management plan will have greater challenges in the classroom. Lack of classroom management can lead to lower self-efficacy and teacher burnout (Brouwers & Tomic, 2000). Teachers may also have difficulty with students who exhibit behavioral problems if a classroom management plan is not effectively implemented (Ross, Romer & Horner, 2012). Many teachers self-report there is a well-designed management system in place in the classroom, but when observed by another source, teachers are not utilizing all tools for an effective classroom management plan (Sieberer-Nagler, 2016). Teachers may become distracted by students or overwhelmed with their duties and not adhere to the written classroom management plan, which leads to difficulty with behavior management. The purpose of this study was to observe and report teacher use of classroom management strategies and offer coaching supports that will help further useful classroom management practices. This study was designed to help teachers develop positive supports and changes within the classroom to enhance the overall learning environment. The research questions were: 1. To what extent do elementary teachers’ self-assessed classroom management differ from observed classroom management practices? 2. To what extent does self-assessment alter observed classroom management practices? 3. To what extent does observational feedback or coaching alter observed classroom management practices? Classroom Management 22 METHOD Using a modified ABC design, this study determined the effects of coaching and self-assessment on the implementation of effective classroom management practices. The participants completed a self-assessment of their classroom management practices. The researcher observed the teacher’s implementation of classroom management practices throughout each phase of the study. Coaching was provided to two of the teacher participants to discuss the discrepancies between the self-assessment and researcher observation. Research Design This study used a modified ABC across subjects design. This design focused on individual elementary teachers and their implementation of classroom management practices in daily classroom instruction following either a self-assessment or a coaching session with the researcher. The design allowed for observations across multiple teachers while controlling for sequence effects (Cooper, Heron, & Heward, 2007). In phase one, pre-treatment observations across teachers were conducted to establish baseline conditions. In phase two, following the baseline observation, two participants completed a self-assessment of their classroom management practices. Following the completion of the self-assessment, the researcher conducted a second classroom observation, using the same protocol to establish baseline conditions for each of the three participants. In phase three, all three participants completed the self-assessment. Participant one received coaching. Participants two and three completed a self-assessment. A third classroom observation was then conducted for all three participants. In the final phase, participants one and two received coaching, participant three completed the self-assessment again. A final observation was conducted to determine the effectiveness of coaching and self-assessment on the Classroom Management 23 implementation of effective classroom management practices. If coaching was determined to be effective, participant three would then receive coaching, if time permitted. Data were collected across all phases of the study. Table 1 contains the schedule of treatment phases across all participants. Table 1 Schedule of Treatment Phases Across All Participants Phase 1 Phase 2 Phase 3 Phase 4 Participant 1 Baseline Self-Assessment Coaching Coaching Participant 2 Baseline Self-Assessment Self-Assessment Coaching Participant 3 Baseline Baseline Self -Assessment Self-Assessment This study utilized a modified version of the Least Restrictive Behavioral Interventions (LRBI) checklist (Appendix C). The checklist was used to identify baseline conditions. Pre-treatment observations were conducted utilizing the checklist. The participants were provided a copy of the checklist to complete as a self-assessment of their perceived classroom management practices. The checklist was the same tool used for the self-assessment and observations. The observer compared and contrasted the pre-treatment observation to the self-assessment completed by the participant. Each participant was observed by the researcher four times. Participants Participants for this study consisted of a convenience sample of licensed teachers. The participants were teachers at a charter school located in a mountain west state. The teachers selected were Kathryn, a first-grade teacher who has been teaching for 33 years, Jessica, a sixth- Classroom Management 24 grade teacher who has been teaching for 12 years, and Linda, a special education teacher who has been teaching for four years. An impartial 3rd party participated in the randomization of participant assignments. The names of the teachers were placed on folded pieces of paper and the 3rd party selected from the pile. The first name drawn was participant one, the second name drawn was participant two, and the final name drawn was participant three. The participant numbers were assigned prior to the beginning of the study. The data for this study were collected through self-assessments completed by the teacher participants and classroom observations conducted by the researcher. Instruments This study utilized the checklist from the Least Restrictive Behavioral Interventions (LRBI) technical assistance manual (Appendix C). The items selected from the LRBI checklist, were items that can be observed by the researcher (e.g., posted schedule, transitions, classroom rules, attention signals) items that could not be observed (e.g., parent communication, regular assessments, data driven instruction) were not included in the observation protocol. The checklist contained three main classroom management components: classroom environment, behavior management, and classroom instruction. There were between six and ten checklist items per component. On the scale; the lower rating indicated that the practice is absent or is minimally implemented, and the higher rating indicated a high level of implementation of the practice. Procedure In phase one, each participant was observed using the modified LRBI checklist. In phase two, following the initial observation, two of the participants completed the self-assessment checklist from the LRBI document. After completing the checklist, the researcher observed all Classroom Management 25 three participants for a second time. In the third phase, two of the participants completed the self-assessment and one of the participants received direct coaching with the researcher to review the self-assessment and the results of the live observation. In the final phase, after completing the checklist, two of the participants received coaching and the other completed the self-assessment. After the final coaching sessions and self-assessment of phase four were complete, a final classroom observation was conducted by the researcher. Coaching consisted of comparing and contrasting the similarities and differences between what was self-assessed and what was observed. Suggestions were made to improve the components that contrasted between the observations and self-assessment. Data Analysis Data were collected throughout the study. The data were used to reveal the presence or absence of discrepancies between self-assessment of classroom management practices and observed practices. Self-assessment percentages were compared to live classroom observations. Additionally, the effects of coaching, in addition to self-assessment, were visually analyzed. Following an additional observation, the researcher compared and contrasted the differences in classroom management succeeding previous feedback provided by the researcher. Improvements were recorded as well as lapses in consistency within classroom management practices. Classroom Management 26 RESULTS This study investigated the effects of classroom observations, self-assessment, and coaching of classroom management strategies. This study utilized the checklist from the Least Restrictive Behavioral Interventions (LRBI) technical assistance manual (Appendix A). This study used a modified ABC across subjects design, focusing on individual elementary teachers and their implementation of classroom management practices. The presence or absence of effective classroom management strategies were observed in daily classroom instruction following either a self-assessment or a coaching session with the researcher. The first question of this study was to what extent do elementary teachers’ self-assessed classroom management differ from observed classroom management practices? The second question of this study was to what extent does self-assessment alter observed classroom management practices? The final question of this study was to what extent does observational feedback or coaching alter observed classroom management practices? Figure 1 displays the occurrences of classroom management practices during live classroom management observations based on the LRBI checklist. Figure 2 displays the occurrences of behavior management practices during live classroom management observations. This process made it possible to verify and replicate the effectiveness of each intervention. The teachers were observed and completed a self-assessment on three main classroom management strategies including classroom environment, behavior management, and classroom instruction. During phase one of the study, a baseline observation was completed on the three participants. Following the baseline, phase two consisted of Kathryn and Jessica completing a self-assessment utilizing the same checklist used for observations, and all three participants were once again observed. In phase three, Kathryn received coaching while Jessica and Linda Classroom Management 27 completed a self-assessment. A third observation was then completed on all three. During phase four, Kathryn and Jessica received coaching and Linda completed a self-assessment. Each participant was then observed a final time. The data indicate the effects of self-awareness and coaching on classroom management. Classroom Management 28 Figure 1. Percentage of checklist item totals across treatment phases at the excellent, satisfactory, and needs improvement level Classroom Management 29 Figure 2. Percentage of checklist item totals in behavior management across treatment phases at the excellent, satisfactory, and needs improvement level Classroom Management 30 Kathryn Kathryn completed the self-assessment between the first and second live observations. She reported that she met the excellent level across all three areas. Table 2 provides a summary of Kathryn’s self-assessment versus live observation. Kathryn self-assessed that she was 100% at the excellent level overall. Accordingly, the live observation placed Kathryn at 94% excellent overall and 6% at the satisfactory level. Table 3 displays a summary of the percent of checklist items for Kathryn during live observations across phases. During baseline live observations, Kathryn met the excellent level for 75% of the checklist items, she was at the satisfactory level for 19% of the items and was at the needs improvement level for 6% of the checklist items. Following her first self-assessment, Kathryn was at the excellent level for 94% of the checklist items, at the satisfactory level for 6% of the items and was at the needs improvement level for 0% of the checklist items. During the live observations following the first coaching session, Kathryn met the excellent level for 94% of the checklist items, she was at the satisfactory level for 6% of the checklist items, and was at the needs improvement level for 0% of the checklist items. Following the second post-coaching live observation, Kathryn met the excellent level for 83% of the checklist items, was at the satisfactory level for 8% of the items and was at the needs improvement level for 8% of the checklist items. Classroom Management 31 Table 2 Summary of Percent of Checklist Items for Kathryn on Self-Assessment and Live Observation Self-Assessment Live Observation Classroom Environment Excellent 100% 83% Satisfactory 0% 17% Needs Improvement 0% 0% Behavior Management Excellent 100% 100% Satisfactory 0% 0% Needs Improvement 0% 0% Classroom Instruction Excellent 100% 100% Satisfactory 0% 0% Needs Improvement 0% 0% Total Excellent 100% 94% Satisfactory 0% 6% Needs Improvement 0% 0% Classroom Management 32 Table 3 Summary of Percent of Checklist Items for Kathryn During Live Observations Across Phases Baseline Self-Assessment Coaching Coaching Classroom Environment Excellent 83% 83% 83% 80% Satisfactory 17% 17% 17% 20% Needs Improvement 0% 0% 0% 0% Behavior Management Excellent 78% 100% 100% 86% Satisfactory 22% 0% 0% 0% Needs Improvement 0% 0% 0% 14% Classroom Instruction Excellent 0% 100% 100% NO Satisfactory 100% 0% 0% NO Needs Improvement 0% 0% 0% NO Total Excellent 75% 94% 94% 83% Satisfactory 25% 6% 6% 8% Needs Improvement 0% 0% 0% 8% (NO = Not Observed) Classroom Management 33 Jessica Jessica completed two self-assessments between baseline and post-coaching live observations. Table 4 provides a summary of percent of checklist items for Jessica’s self-assessments versus live observations. Jessica’s self-assessments did not change from one to the next. On her first assessment, Jessica self-assessed that she was at the excellent level 59% of the time overall and at the satisfactory level 41% of the time overall. Following Jessica’s first assessment, the live observation placed Jessica at the excellent level 59% overall, the satisfactory level 24% overall, and the needs improvement level 18% overall. The live observation following Jessica’s second self-assessment, placed Jessica at the excellent level 50% overall, the satisfactory level 36% overall, and the needs improvement level 14% overall. Table 5 displays a summary of percent of checklist items for Kathryn during live observations across phases. During baseline live observations, Jessica met the excellent level for 33% of the checklist items, she was at the satisfactory level for 13% of the items and was at the needs improvement level for 53% of the checklist items. Following her first self-assessment, Jessica was the excellent level for 59% of the checklist items, at the satisfactory level for 24% of the items and was at the needs improvement level for 18% of the checklist items. During the live observation following the second self-assessment, Jessica met the excellent level for 50% of the checklist items, she was at the satisfactory level for 36% of the checklist items, and was at the needs improvement level for 14% of the checklist items. During the post-coaching live observations, Jessica met the excellent level for 53% of the checklist items, was at the satisfactory level for 29% of the items and was at the needs improvement level for 12% of the checklist items. Classroom Management 34 Table 4 Summary of Percent of Checklist Items for Jessica on Self-Assessments and Live Observations Self- Assessment 1 Live Observation Self- Assessment 2 Live Observation Classroom Environment Excellent 67% 83% 67% 80% Satisfactory 33% 16% 33% 20% Needs Improvement 0% 0% 0% 0% Behavior Management Excellent 56% 56% 56% 33% Satisfactory 44% 22% 44% 44% Needs Improvement 0% 22% 0% 22% Classroom Instruction Excellent 50% 0% 50% NO Satisfactory 50% 50% 50% NO Needs Improvement 0% 50% 0% NO Total Excellent 59% 59% 59% 50% Satisfactory 41% 24% 41% 36% Needs Improvement 0% 18% 0% 14% (NO = Not Observed) Classroom Management 35 Table 5 Summary of Percent of Checklist Items for Jessica During Live Observations Across Phases Baseline 1 Self- Assessment 1 Self- Assessment 2 Coaching Classroom Environment Excellent 80% 83% 80% 83% Satisfactory 20% 16% 20% 17% Needs Improvement 0% 0% 0% 0% Behavior Management Excellent 0% 56% 33% 33% Satisfactory 13% 22% 44% 44% Needs Improvement 88% 22% 22% 22% Classroom Instruction Excellent 50% 0% NO 50% Satisfactory 50% 50% NO 50% Needs Improvement 0% 50% NO 0% Total Excellent 33% 59% 50% 53% Satisfactory 13% 24% 36% 30% Needs Improvement 53% 18% 14% 12% (NO = Not Observed) Classroom Management 36 Linda Linda completed two self-assessments following two baseline live observations. Table 6 provides a summary of percent of checklist items for Linda’s self-assessments versus live observations. Linda’s self-assessments did not change from one to the next. On her first assessment, Linda self-assessed she was at the excellent level 88% overall and at the satisfactory level 12% overall. Following Linda’s first assessment, the live observation placed Jessica at the excellent level 41% overall, the satisfactory level 24% overall, and the needs improvement level 29% overall. The live observation following Linda’s second self-assessment, placed her at the excellent level 59% overall, the satisfactory level 24% overall, and the needs improvement level 18% overall. Table 7 displays a summary of percent of checklist items for Kathryn during live observations across phases. During Baseline 1 live observations, Linda met the excellent level for 41% of the checklist items, she was at the satisfactory level for 41% of the items and was at the needs improvement level for 18% of the checklist items. Following the second baseline live observation, Linda was at the excellent level for 42% of the checklist items, at the satisfactory level for 25% of the items and was at the needs improvement level for 33% of the checklist items. During the live observations following the first self-assessment, Linda met the excellent level for 41% of the checklist items, she was at the satisfactory level for 24% of the checklist items, and was at the needs improvement level for 29% of the checklist items. Following the second self-assessment live observation, Linda met the excellent level for 59% of the checklist items, at the satisfactory level for 24% of the items and was at the needs improvement level for 17% of the checklist items. Classroom Management 37 Table 6 Summary of Percent of Checklist Items for Linda on Self-Assessments and Live Observations Self- Assessment 1 Live Observation Self- Assessment 2 Live Observation Classroom Environment Excellent 100% 83% 100% 83% Satisfactory 0% 0% 0% 0% Needs Improvement 0% 17% 0% 17% Behavior Management Excellent 78% 22% 78% 44% Satisfactory 22% 44% 22% 44% Needs Improvement 0% 33% 0% 11% Classroom Instruction Excellent 100% 50% 100% 50% Satisfactory 0% 50% 0% 0% Needs Improvement 0% 0% 0% 50% Total Excellent 88% 41% 88% 59% Satisfactory 12% 24% 12% 24% Needs Improvement 0% 29% 0% 18% Classroom Management 38 Table 7 Summary of Percent of Checklist Items for Linda During Live Observations Across Phases Baseline 1 Baseline 2 Self- Assessment 1 Self- Assessment 2 Classroom Environment Excellent 83% 80% 83% 83% Satisfactory 0% 0% 0% 0% Needs Improvement 17% 20% 17% 17% Behavior Management Excellent 22% 14% 22% 44% Satisfactory 56% 43% 44% 44% Needs Improvement 22% 43% 33% 11% Classroom Instruction Excellent 0% NO 50% 50% Satisfactory 100% NO 50% 0% Needs Improvement 0% NO 0% 50% Total Excellent 41% 42% 41% 59% Satisfactory 41% 25% 24% 24% Needs Improvement 18% 33% 29% 18% (NO = Not Observed) Classroom Management 39 DISCUSSION An effective classroom management plan results in organized, attentive, on-task, and engaged students (Evertson, 1989). The purpose of this study was to observe and report the use of classroom management strategies and offer coaching supports that will help further effective classroom management practices in daily instruction. One of the questions that guided this study was: To what extent do elementary teachers’ self-assessed classroom management differ from observed classroom management practices? Each of the observations, when compared with the self-assessments had differences on perceived classroom management versus observed classroom management. Self-assessments from teachers and observations from the director sometimes are not the same. Teachers cannot change behaviors if they are unaware of the deficits. Overall, self-assessments and observations support several theories that teachers need to put more effort into developing classroom management skills and training to improve engaged instruction within their classrooms (Sieberer-Nagler, 2016). Some of the differences were slight differences, others were more significant differences. On each of the teacher participant’s self-assessments, their answers did not differ from one self-assessment to another. However, their self-assessments did differ from what was observed during the live observations. Kathryn self-assessed that she met the excellent level for 100% of the checklist items. When observed, Kathryn met the excellent level for 75% of the checklist items, met the satisfactory level for 19% of the checklist items, and met the needs improvement level for 6% of the items. The observations highlight that there were some classroom management practices not meeting the excellent level as Kathryn reported. Kathryn’s self-assessment of her classroom management practices did align most closely to the classroom live observations. Classroom Management 40 Jessica self-assessed that she met the excellent level for 59% of the checklist items, was at the satisfactory level for 41% of the checklist items, and had no checklist items at the needs improvement level. Accordingly, the live observations highlighted the fact that the self-assessments did not fully align with observations. During the first live observation, Jessica met the excellent level for 33% of the checklist items, was at the satisfactory level for 13% of the checklist items, and 53% of the checklist items were at the needs improvement level. Linda self-assessed that she was at the excellent level for 88% of the checklist items, met the satisfactory level for 22% of the checklist items and no checklist items needs improvement. Linda’s self-assessment differed the most from her live observations. During her first observation, Linda met the excellent level for 41% of the checklist items, met the satisfactory level for 41% of the items, and 18% of the checklist items were at the needs improvement level. Based on this information, the self-assessed classroom management did differ from observed classroom management strategies which aligns with the research conducted by Sieberer-Nagler (2016) who found that self-assessments from teachers and observations from the director sometimes are not the same. Teachers cannot change behaviors if they are unaware of what is wrong. Overall, self-assessments and observations support several theories that teachers need to put more effort into developing classroom management skills and training to improve engaged instruction within their classrooms (Sieberer-Nagler). Kathryn is the most experienced in the classroom. However, even with her many years of experience, she self-assessed her classroom management practices are excellent and do not need any improvements. When observed, the researcher noted that there were items that needed improvement, particularly under the behavior management category. Classroom Management 41 Following baseline live observations, Jessica and Linda had the most checklist items that needed improvement under the behavior management category. According to Sayeski & Brown (2014), any classroom management plan utilized by the teacher that establishes behavioral expectations often results in appropriate student behaviors (Sayeski & Brown, 2014). When teachers set clear behavioral expectations, students are more successful in meeting those expectations (Arens et al., 2015). Teachers view their behavior management skills as more effective than what is observed by a third party (Sieberer-Nagler, 2016). The second question that guided the study was: To what extent does self-assessment alter observed classroom management practices? The study did align with the research that self-assessments alter observed classroom management practices. According to the data, just by completing the self-assessment, teachers were made aware of the classroom management practices and made changes accordingly. Many teachers rely on their natural inclinations to manage their classroom, rather than evidence-based practices. Teachers who rely on those natural tendencies may actually cause behavioral problems to increase rather than decrease (Rhode, Jenson and Reavis, 2010). The data suggest that the self-assessments did not produce any changes in classroom management for Kathryn. However, on the observation Jessica had less items needing improvement following her first self-assessment. Linda only completed self-assessments and did not receive any coaching. During the live observation, the number of checklist items at the excellent level increased and the number of checklist items at the needs improvement level decreased following the self-assessments. These data suggest that the self-assessments did affect her perceptions on classroom management practices. Classroom Management 42 Self-assessments from teachers and observations from the director sometimes are not the same. Teachers cannot change behaviors if they are unaware of what is wrong. Overall, self-assessments and observations support several theories that teachers need to put more effort into developing classroom management skills and training to improve engaged instruction within their classrooms (Sieberer-Nagler, 2016). The third question that guided the study was: To what extent does observational feedback or coaching alter observed classroom management practices? Coaching does have an effect on classroom management practices. Teachers who receive interventions and coaching demonstrate an improvement of classroom management strategies over time. In addition, teachers who have more feedback are able to implement more effective classroom management strategies (Reinke et al., 2014). Coaching provides an outside set of eyes and ears, which helps determine the effectiveness of the teacher’s implementation of management strategies (Reinke et al., 2012). Kathryn completed one self-assessment, followed by two coaching sessions. She went from meeting the excellent level for 75% of the checklist items to meeting the excellent level for 94% of the checklist items following her first coaching session. Through coaching, she was able to explain why she self-assessed differently from what was observed during the live observation. Kathryn acknowledged the classroom management practices that needed improvement and it was discussed why the observations had resulted in meeting different levels of classroom management. Through the use of coaching, it was explained that Kathryn’s behavior management practices were meeting the excellent level less than the other checklist item practices. In the behavior management category, Kathryn had an increase in her needs improvement level following the second coaching session she went from 0% to 14%. An explanation for this Classroom Management 43 increase is that during the prior observations, the class was participating in more structured learning. They were in groups which were assigned specific tasks and the teacher was working one-on-one with students. During the final observation, the students were all participating in the same art activity. With such a variation in their activities, this would explain the change at the needs improvement level both under behavior management and the overall totals. Jessica completed two self-assessments followed by coaching. There was no variation between her two self-assessments. Jessica self-assessed that met the excellent level for 59% of the checklist items whereas when observed only met the excellent level for 33% of the checklist items. However, following coaching, when observed, met the excellent level for 53% of the checklist items. In the behavior management category alone, Jessica went from having 0% of the checklist items at the excellent level to having 33% of the checklist items at the excellent level. Jessica had the most improvements with her overall needs improvement level decreasing under the behavior management category from 88% to 22%. Overall her needs improvement level went from 53% to 12%. Through coaching, Jessica had a better understanding of how her practices were being viewed versus how she self-assessed her classroom management practices. She was then able to implement more effective practices within the classroom. Implications Classroom management is a fundamental component to engaged learning, and therefore increased academic achievement (Rosenshine, 1978). Many teachers perceive that they have solid classroom management plans, but when observed, find they have less effective classroom management practices. The three teacher participants believe that they have taken the appropriate steps and are utilizing the important components of classroom management, but Classroom Management 44 when observed, self-assessed, or coached find that they are not meeting the excellent level of classroom management practices as frequently as self-reported. There were variances in this study of observed classroom management practices and self-assessed classroom management practices. The teachers are unaware that they are not fully meeting all of the positive aspects of classroom management practices. It could also be attributed to the fact that teachers often feel overwhelmed by the many recommendations of effective classroom management strategies (Reupert & Woodcock, 2015). Additionally, there is something to be said about longevity and having a well-managed classroom. Coaching alone will not improve classroom management, it takes practice. Kathryn has been teaching for 34 years. Her classroom management practices were quite solid, however even with her extensive years of experience was made aware of classroom management practices which needed adjustments. The coaching component led Kathryn to meet the overall excellent level for classroom management. Jessica has taught for 11 years and through self-assessments and coaching made improvements in overall classroom management effectiveness. Jessica also self-assessed that some of her classroom management practices were meeting the excellent level, but the observations indicated that there were items that were not at the excellent level. Linda has taught for the least amount of years and needs the most improvements in classroom management practices. She also assessed that her classroom management practices are better than what was observed. Following self-assessments alone, Linda was able to implement more effective practices. Classroom Management 45 Limitations Limiting factors in this study include length of study, sample size, and selection process. The study took place over a one-month time. In this study, there were only three participants. Each participant was a Caucasian female teaching in a mountain west state. There were limited opportunities for observations, self-assessments, or coaching sessions. This particular study took place during the last month of school. In general, the last month of school tends to be different in structure and daily scheduling than the rest of the year. Due to the timing of this study, the data may have been different than if the study had taken place in the beginning or middle of the school year or over a longer period of time. Another limitation that may have affected the outcome is that two of the teachers in the study teach in general education classrooms, whereas the third participant teaches in a special education classroom. Each of the different environments offer a different perspective, however, different environments can be difficult to get a clear observation on classroom management by altering the observer’s perceptions. A major limitation in this study was the process in which the participant roles were assigned. Rather than have a third party randomly assign participation order. The coaching and self-assessments should have been determined by baseline observations. Upon analysis of the baseline observations, the teacher needing the most improvement should have moved on to self-assessment, and ultimately, coaching. All three teachers were very open to observations, self-assessments, and coaching at any time. However, the researcher was limited by her schedule and was only able to conduct the Classroom Management 46 observations and coaching during very specific times in the day. This may affect the overall outcome of the data as conducting observations throughout the day may have resulted in more or less checklist items meeting the excellent level. Further Research There are several implications for research and practice raised by this study. When teachers are aware of their classroom management practices through self-assessment and coaching, there are improvements in their overall classroom management effectiveness. Teachers who self-assessed certain aspects of their classroom management practices as excellent were surprised to learn that those practices were perceived differently during observations. Conducting research over time may demonstrate the effects of self-assessments and coaching on classroom management practices improvements. Another recommendation for further research is to observe the classroom management practices of new teachers. Conducting a longitudinal study that would reflect changes in classroom management over time, particularly with new teachers, would contribute to the research base on management, but also decrease the likelihood of teacher attrition. Prior research indicated that classroom management usage and self-confidence increase over time as strategies are further developed (Reupert & Woodcock, 2015). Effective classroom management takes time and utilization of many recommended components and strategies (Jones et al., 2013). Additionally, a different design, possibly using an alternating treatments design embedded within a multiple baseline design would further strengthen the research in this area (Cooper, Heron, & Heward, 2007). Classroom Management 47 Conclusion The research indicates that self-assessments and/or coaching can help teachers improve their classroom management practices. Teachers made improvements within their classroom management practices when made aware of those practices. Teachers who have taught for longer periods of time often have better classroom management practices than those who have fewer years of experience. Every teacher, no matter how long they have taught or how much education they have received, or how much knowledge they have on classroom management practices can improve their practices each day. Teachers cannot change behaviors if they are unaware of what is wrong. Overall, self-assessments and observations support several theories that teachers need to put more effort into developing classroom management skills and training to improve engaged instruction within their classrooms (Sieberer-Nagler, 2016). Classroom Management 48 References Aloe, A., Amo, L., & Shanahan, M. (2014). Classroom management self-efficacy and burnout: A multivariate meta-analysis. Educational Psychology Review, 26(1), 101 – 126. doi:10.1007/s10648-013-9244-0 Akalin, S., & Sucuoglu, B. (2015). Effects of classroom management intervention based on teacher training and performance feedback on outcomes of teacher-student dyads in inclusive classrooms. Educational Sciences: Theory & Practice, 15(3), 739 – 753. doi:10.12738/estp.2015.3.2543 Arens, A. K., Morin, A. S., & Watermann, R. (2015). Relations between classroom disciplinary problems and student motivation: achievement as a potential mediator? 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The effect of a professional development classroom management model on at-risk elementary students’ misbehaviors. Education, 133(1), 3 – 18. Reinke, W. M., Stormont, M., Herman, K. C., & Newcomer, L. (2014). Using coaching to support teacher implementation of classroom-based interventions. Journal of Behavioral Education, 23(1), 150+. doi:10.1007/s10864-013-9186-0 Reinke, W. M., Stormont, M., Webster-Stratton, C., Newcomer, L. L., & Herman, K. C. (2012). The incredible years teacher classroom management program: Using coaching to support generalization to real-world classroom settings. Psychology in the Schools, 49(5), 416– 428. doi:10.1007/s10864-013-9186-0 Reupert, A., & Woodcock, S. (2015). Does a year make a difference? The classroom management practices of primary student teachers before and after a one-year teacher education programme. Emotional & Behavioural Difficulties, 20(3), 265 – 276. doi:10.1080/13632752.2014.949986 Rhode, G., Jenson, W. R., Reavis, H. K. (2010). The tough kid book. Eugene, Oregon: Pacific Northwest Publishing. Rosenshine, B. V. (1978). Academic engaged time, content covered, and direct instruction. The Journal of Education, 160(3), 38 – 66. doi:129.101.226.191 Classroom Management 51 Ross, S. W., Romer, N., & Horner, R. (2012). Teacher well-being and the implementation of school-wide positive behavior interventions and supports. Journal of Positive Behavior Interventions. 14(2), 118 – 128. doi:10.1177/1098300711413820 Sayeski, K. L., & Brown, M. R. (2011). Developing a classroom management plan using a tiered approach. Teaching Exceptional Children, 44(1), 8 – 17. Sieberer-Nagler, K. (2016). Effective classroom-management & positive teaching. English Language Teaching, 9(1), 163 – 172. doi:10.5539/elt.v9n1p163 Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based practices in classroom management: considerations for research to practice. Education and Treatment of Children, 31(3), 351 – 380. Utah State Office of Education. (2015). LRBI technical assistance manual. Salt Lake City, UT. Wong, H. K., Wong, R. T. (2009). The first days of school: How to be an effective teacher. Mountain View, CA: Harry K. Wong Publications, Inc. Wong, H. K., Wong, R. T. (2014). The classroom management book. Mountain View, CA: Harry K. Wong Publications, Inc. Classroom Management 52 APPENDICES Appendix A: Institutional Review Board Approval Appendix B: Subject Letter of Consent for Participation Appendix C: Classroom Management Checklist Classroom Management 53 Appendix A Institutional Review Board Approval Classroom Management 54 Appendix B Classroom Management 55 Subject Letter of Consent for Participation WEBER STATE UNIVERSITY INFORMED CONSENT The effects of self-assessment and coaching on the implementation of effective classroom management practices You are invited to participate in a research study of classroom management. You were selected as a possible subject because of your volunteering to participate. We ask that you read this form and ask any questions you may have before agreeing to be in the study. The study is being conducted by Holly Carbine a master’s student at Weber State University. STUDY PURPOSE The purpose of this study is to observe and report teacher use of classroom management strategies and offer coaching supports that will help further useful classroom management practices. This study will help teachers develop positive supports and changes within the classroom to enhance the overall learning environment. NUMBER OF PEOPLE TAKING PART IN THE STUDY: If you agree to participate, you will be one of three subjects who will be participating in this research. PROCEDURES FOR THE STUDY: If you agree to be in the study, you will do the following things: 1. Allow the researcher to observe you teaching for a minimum of 20 minutes four times total. 2. Complete one or more self-assessments regarding your classroom management practices. 3. Meet with the researcher to discuss feedback regarding self-assessment of classroom management and observations. 4. If applicable, participate in coaching sessions on improving effective classroom management. RISKS OF TAKING PART IN THE STUDY: There may be risks that are currently unforeseeable as a result of taking part in the study. Examples of possible risks include:  The risks of possible loss of confidentiality  The risks of becoming uncomfortable with repeated observations  The risks of becoming stressed or anxious when receiving feedback BENEFITS OF TAKING PART IN THE STUDY You will not receive payment for taking part in this study. You will receive feedback resulting in improved classroom management practices. ALTERNATIVES TO TAKING PART IN THE STUDY: Instead of being in the study, you have these options Classroom Management 56  Not participating in the study COSTS/ COMPENSATION FOR INJURY There will be no cost to you for participating in this investigation. CONFIDENTIALITY Efforts will be made to keep your personal information confidential. We cannot guarantee absolute confidentiality. Your personal information may be disclosed if required by law. Your identity will be held in confidence in reports in which the study may be published and databases in which the results may be stored. Organizations that may inspect and/or copy your research records for quality assurance and data analysis include groups such as the study investigator and his/her research associates, the Weber State University Institutional Review Board or its designees, and (as allowed by law) state or federal agencies, specifically the Office for Human Research Protections (OHRP) and the Food and Drug Administration (FDA) [for FDA-regulated research and research involving positron-emission scanning], the National Cancer Institute (NCI) [for research funded or supported by NCI], the National Institutes of Health (NIH) [for research funded or supported by NIH], etc., who may need to access your medical and/or research records. CONTACTS FOR QUESTIONS OR PROBLEMS For questions about the study, contact the researcher Holly Carbine at 801-776-3178 or the researcher’s mentor Dr. Natalie Williams at 801-626-8654. For questions about your rights as a research participant or to discuss problems, complaints or concerns about a research study, or to obtain information, or offer input, contact the Chair of the IRB Committee IRB@weber.edu. VOLUNTARY NATURE OF STUDY Taking part in this study is voluntary. You may choose not to take part or may leave the study at any time. Leaving the study will not result in any penalty or loss of benefits to which you are entitled. Your decision whether or not to participate in this study will not affect your current or future relations with the school. Classroom Management 57 SUBJECT’S CONSENT In consideration of all of the above, I give my consent to participate in this research study. I will be given a copy of this informed consent document to keep for my records. I agree to take part in this study. Subject’s Printed Name: Subject’s Signature: Date: (must be dated by the subject) Printed Name of Person Obtaining Consent: Signature of Person Obtaining Consent: Date: Classroom Management 58 Appendix C Classroom Management Checklist CLASSROOM ENVIRONMENT ITEM NEEDS IMPROVEMENT SATISFACTORY EXCELLENT Is a daily schedule posted and large enough for all students to see?  Not posted  Not large  Not referred to frequently   Posted  Large  Not referred to frequently   Posted  Large  Referred to frequently  Are transitions between activities structured (e.g., moving from one activity to the next; cues to initiate transitions)?  On average, takes the class about 4 minutes or more to transition   On average, takes the class about 2-3 minutes to transition   On average, takes the class under 1 minute to transition  Are there clearly defined and appropriately used classroom spaces (e.g., art area, computers, reading zone, homework center)?  No defined areas  Not used   Somewhat defined areas  Appropriately used   Clearly defined areas  Appropriately used  Do all students have a clear and unobstructed view of the teacher and/or instructional area?  Less than 75% of students have a clear view   At least 75% of students have a clear view   100% of students have a clear view  Do all students have adequate space or storage for personal belongings (e.g., backpack, lunch bags, learning materials/supplies, coats)?  Some or none have a designated space   Most students have a designated space   All students have a designated space  Is there an adequate number of supplies or materials for students and are materials acceptable?  Inadequate  Inaccessible   Adequate, but inaccessible OR  Inadequate, but accessible   Adequate  Accessible  CLASSROOM ENVIRONMENT TOTALS Classroom Management 59 BEHAVIOR MANAGEMENT ITEM NEEDS IMPROVEMENT SATISFACTORY EXCELLENT Are the classroom rules/expectations posted (3-5 rules, positively stated)?  0-1 rules posted   3-5 rules posted   Rules are positively stated  Are procedures to address students who are following classroom rules and expectations posted?  Not posted   Posted   Posted and clear  Are procedures to address students who are following classroom rules and expectations consistently implemented?  Not implemented   Inconsistently implemented   Consistently implemented  Are procedures to address students who are not following classroom rules and expectations posted?  Not posted   Posted   Posted and clear  Are procedures to address students who are not following classroom rules and expectations consistently implemented?  Not implemented   Inconsistently implemented   Consistently implemented  Are there positive consequences/rewards (more than verbal praise)? Is a preference assessment regularly conducted to ensure rewards are motivating for students?  No positive consequences  No preference assessments   Positive consequences  No preference assessments   Positive consequences  Regular preference assessments  Is there at least a 4:1 ratio of positive to negative consequences for academic and behavioral responses implemented? Examples of positive: verbal praise, thumbs up, points on a point chart, and classroom bucks Examples of negative: redirections, verbal reprimand, school detention, and response cost  About 1:1 ratio of positive to negative consequences, or less   About 2:1 ratio of positive to negative consequences   At least 4:1 ration of positive to negative consequences  Is students’ performance monitored by circulating among students (i.e., moving around the room while students are working)?  No defined areas  Not used   Sometimes   Almost always  Is there an attention signal to get students on task in less than 5 seconds (e.g., “May I have your attention please?”, “One, two, three— eyes on me.”)?  No   Yes, but inconsistently used   Yes, and consistently used  BEHAVIOR MANAGEMENT TOTALS Classroom Management 60 CLASSROOM INSTRUCTION ITEM NEEDS IMPROVEMNET SATISFACTORY EXCELLENT Are students engaged through frequent opportunities to respond and are various strategies used to elicit responses (e.g. raise hand; thumbs up; choral responses; individual white boards)?  Infrequent opportunities to respond  0-2 strategies/methods   Frequent opportunities to respond  2-3 strategies/methods   Frequent opportunities to respond  4 or more strategies  Are classroom or assignment instructions provided through additional means beyond verbal instructions (e.g. written on board)?  Infrequently   Sometimes   Almost always  CLASSROOM INSTRUCTION TOTALS GRAND TOTAL (CLASSROOM ENVIRONMENT + BEHAVIOR MANAGEMENT + CLASSROOM INSTRUCTION) If your highest total is: EXCELLENT Your classroom management and instructional strategies may be appropriately structured to promote learning for all students SATISFACTORY Your classroom management and instructional strategies may require additional structure in order to effectively promote learning for all students NEEDS IMPROVEMENT Your classroom management and instructional strategies requires a high level of structure and management in order to effectively promote learning for all students