Running head: TEACHER ACTION RESEARCH ON CLASSROOM MANAGEMENT
Teacher Action Research: Improving Classroom Management through Positive Reinforcement
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Introduction
Effective classroom management is essential for creating an environment where students can learn and teachers can teach. As a first year high school English teacher, I have found maintaining order and minimizing disruptions to be one of my biggest challenges. Through observations of my own classroom and discussions with colleagues, I realized that I relied too heavily on punitive consequences like detentions and referrals to the principal’s office to address misbehavior. This reactive approach was not improving students’ behaviors and was harming my relationships with some students. I decided to conduct an action research study to test the effectiveness of a more positive, proactive approach to classroom management centered on reinforcement of appropriate behaviors.
The purpose of this action research study was to determine the impact of specific positive reinforcement strategies on classroom behavior, discipline incidents, and the overall learning environment in my ninth grade English classroom. The following research questions guided this study:
Does providing more frequent positive reinforcement for appropriate student behaviors decrease discipline issues and increase time spent on instruction?
Do students perceive the classroom as a more positive learning environment when their good behaviors are regularly acknowledged and reinforced?
What effects does a positive reinforcement approach have on teacher satisfaction and stress levels related to classroom management?
This paper will review the relevant literature on positive classroom management, describe the methodology and procedures of this action research study, present the findings, and discuss conclusions and implications.
Literature Review
Classroom management approaches exist on a continuum from highly controlling and punitive to more supportive and positive. Researchers have found positive reinforcement strategies, such as praising appropriate behaviors, are generally more effective than punitive consequences at changing student behavior (Briesch et al., 2014; Emmer & Sabornie, 2015). When teachers regularly acknowledge and reward students for following rules and completing work, students are more motivated to exhibit those desired behaviors (Evertson & Weinstein, 2006).
Several studies highlight the benefits of teacher praise in particular. Praise acknowledges students for engaging in appropriate behavior and makes clear to students which behaviors are expected (Brophy, 1981). When teachers praise students three to four times as often as they reprimand misbehavior, they create a more positive classroom climate (White, 1975). Praise is also more equitable and likely to strengthen teacher-student relationships compared to reprimands that may damage these relationships (Nafpaktitis et al., 1985).
Research also indicates positive classroom management is linked to increased instructional time, higher rates of academic engagement, and better outcomes for students (Downer et al., 2010; Scott et al., 2009). When teachers spend less time on reactive discipline, they are able to maximize learning time. Furthermore, when students feel respected and supported by their teacher, they may be more willing to comply with behavior expectations (Connor et al., 2014).
This action research study aimed to test the application of positive reinforcement strategies, specifically increased praise, in my own English classroom to impact behavior and increase instructional time as suggested by the literature. My hope was this approach would lead to improved student outcomes and a less stressful teaching experience for myself.
Methodology
Participants and Setting
The participants of this study were 83 ninth grade students ranging in age from 14 to 16 years old enrolled in my four sections of English class at a Title I high school in a Southeastern US city. The school population of approximately 1200 students is 70% Hispanic, 20% African American, and 10% other races. Over 80% of students qualify for free or reduced-price lunch.
Procedures
This study was conducted over a six-week period from March to April during the spring semester. During the first two weeks, I collected baseline data on student behavior using a tally sheet to record discipline issues like talking out of turn, being off task, or failing to follow directions. I also noted the frequency and type of responses I used, such as verbal redirects, warnings, or referrals to the office.
Weeks three through five involved implementation of my action plan focused on increasing positive reinforcement through specific praise statements directed at individual students and groups when I observed them engaged in the desired behaviors of being on task, participating appropriately, and following directions. I aimed to provide at least three praise statements for every correction or redirection.
During the final week of the study, I again observed and tallied student behavior to compare to baseline data. I also administered pre/post surveys asking students to rate on a Likert scale the frequency of different types of teacher responses as well as their perceptions of the classroom climate. The survey also included two open-ended response items inviting students to describe their teacher’s management style.
Data Analysis
To analyze quantitative data, I calculated the means and standard deviations of praise statements, discipline issues, and time spent on instruction during baseline versus intervention weeks. I then conducted paired sample t-tests to evaluate whether differences in means between the two phases were statistically significant. For qualitative survey responses, I used open coding to identify common themes in how students described their experience with the more positive approach.
Results
Frequency of Teacher Responses
During the baseline phase, I averaged just 1.3 praise statements per class period compared to 5.8 corrective statements like redirects or warnings. During the intervention phase employing positive reinforcement, the number of praise statements increased significantly to a mean of 5 statements per period (p < .001), in line with my goal to provide three praises for every correction. Corrective statements decreased slightly but not significantly to a mean of 4.7 statements per period.
Student Behavior Observations
The tally of discipline issues observed during baseline totaled 47 incidents across all 83 students and class periods. During the intervention phase, there was a significant decrease to 29 recorded incidents of misbehavior across classes (p = .05). Specifically, talking out of turn was reduced from 18 to 12 occurrences, and being off task decreased from 15 to 10 instances.
Changes in Instructional Time
Each class period during baseline observations averaged 3 minutes lost to dealing with disruptions through redirects or office referrals. By contrast, the time spent handling discipline issues was reduced to just 1 minute on average during intervention weeks when positive reinforcement was emphasized. This 2-minute increase in instructional time per 45-minute class period was significant at p = .01.
Student Perceptions Survey
On pre/post surveys, the most improvement was seen in how often students reported their teacher praising good behavior, increasing from a mean of 2.1 to 4.2 on the 5-point scale (p < .001). No significant change was found in students' ratings of how often their teacher reprimanded poor behavior. On open-ended items, emerging themes in post-surveys included feeling motivated by praise, liking the positive environment, and perceiving the teacher as caring.
Teacher Reflections
Through my reflection journal, I noticed feeling less stressed and frustrated with each passing week as positive reinforcement seemed to be reducing misbehavior and allowing more time for instruction. By the end, I felt I had developed stronger relationships with some students who responded well to praise. A few students continued to be disruptive despite reinforcement efforts. Overall though, my job satisfaction improved along with my classroom management skills.
Andrew Stroud