How teachers incorporate IYT into practice

Children’s challenging behaviour in the classroom can have negative effects on students and teachers. The Ministry of Education is funding the Incredible Years Teacher (IYT) programme to provide teachers with positive classroom management skills to manage young children’s challenging behaviour. This research focused on exploring how teachers incorporated IYT into their practice, and the factors supporting or hindering sustained implementation. The qualitative approach of interpretive description was used to guide in-depth interviews with 12 teachers and other education professionals. The thematic analysis illuminated the variation in how teachers implemented IYT, and conceptualised this according to evangelical, pragmatic, unrelated, and no implementation types. Overall, the study found teachers with more support deeply embedded IYT and sustained its incorporation in their practice. Supports included schools with leadership that prioritised IYT, school-wide behavioural strategies, coaching and modelling to support teacher development, and IYT review processes. The study also recommended supporting IYT group leaders to undertake more coaching visits, IYT courses for principals and teachers aides, and a symposium for teachers. In line with the interpretive description approach, the study also provides a practical resource for teachers and schools. Keywords: Incredible Years Teacher, classroom management, challenging behaviour, professional developmen

Perceptions of performance feedback for an Incredible Years trained teacher : a thesis presented in partial fulfilment of the requirements for the degree of Master of Educational Psychology at Massey University, Albany, New Zealand

Material from Appendix A redacted due to copyright restrictions. Adapted from: Webster-Stratton, C. (2012). Incredible Years Teacher Classroom Management pyramid framework. Retrieved from http://www.incredibleyears.com/wp-content/uploads/800pxteaching-pyramid-good071213.jpgThe Incredible Years Teacher Classroom Management (IYTCM) programme, developed by Webster-Stratton, is delivered to New Zealand teachers as part of an initiative promoting positive behaviour in the education sector. The IYTCM incorporates evidence-based practices that have demonstrated effective and favourable outcomes for students and teachers. Teachers are able to create positive and nurturing learning environments through regular and accurate use of pro-active strategies and appropriate behaviour management practices. In turn, these environments can prevent and/or reduce adverse life outcomes for students. Performance feedback (PFB) was assessed as a support mechanism to enhance implementation of IYTCM command strategies. The use of a mixed methods design with an intervention trial, contributed to the exploration and establishment of value-oriented findings. By integrating methods, data and, analysis of qualitative and quantitative approaches, this research, (a) facilitated awareness for the teacher on their classroom management practices, (b) identified contextual factors that resulted in confounding effects on implementation; (c) underscored the teacher’s perceptions of credibility in relation to PFB consultants; and (d) considered the effects of the teacher’s perceived efficacy in classroom management. A concurrent examination of the findings produced insights into factors that may facilitate and/or hinder PFB, such as, attitudes toward practices, and degree of behavioural control. It was concluded that the combination of (i) teacher’s perceived efficacy; (ii) incongruence of IYTCM strategies with current practices; and (iii) poor knowledge to facilitate attitudinal change, may have impeded the teacher’s intentions to use IYTCM practices. The teacher’s perceptions and experiences present in this research have implications for the delivery and sustainability of classroom management practices, as well as efforts to ensure favourable outcomes for students

A Systematic Review of Theoretical Foundations for Pedagogical Strategies to Promote Positive Behavior

This study analysed the theoretical foundations utilised by past empirical research in order to understand the pedagogical strategies used in schools for promoting positive behaviour. The analyses also include how pedagogical theories underpinned past research on positive behaviour enhancement. Samples for this study were academic papers obtained from four main databases: the Australian Education Index, British Education Index, ERIC (Educational Research Information Centre) and Scopus. By using a systematic review technique, a total number of 143 papers were found to be relevant for further analysis. Results revealed that four theoretical models dominate the studies examined, namely Applied Behavioural Analysis, Social Capital theory, Culturally Responsive Classroom Management, and Ecological Systems theory. This study recommends understanding of those theories is important in designing modules for positive behaviour enhancement in schools

Asperger's syndrome: learner characteristics and teaching strategies

Students with Asperger's syndrome present a particular challenge for their parents, teachers, and peers. Therefore it is important for teachers working in inclusive settings to become aware of the unique needs of these students. In this paper, challenges for students with Asperger's syndrome are discussed in terms of five aspects; communication, motor clumsiness, obsessional interests, attention and social skills. These characteristics are discussed in a wav that will facilitate teachers' understanding of the difficulties associated with student participation in the school environment. Challenges for teachers are discussed under the headings: inclusive schooling; need for a structured program; behaviour management; communication; and creativity in planning. Adaptive and compensatory strategies for teachers are described which will facilitate learning and participation of students with Asperger's syndrome in the regular classroom

L'actuació discursiva d'un mestre novell en una classe de llengua catalana: gestió de l'aula i construcció del coneixement

This article presents a case study analysing interaction in the classroom in Catalan language teaching and learning in the fourth year of primary school. In specific terms, the analysis focuses on the oral discursive behaviour of an inexperienced teacher, and considers the classroom management and knowledge building strategies used. Using the analysis tool discussed by Castellà et al. (2007), which classifies discursive social relationship strategies in the classroom and discursive knowledge building strategies, this research considers whether during the session observed, the teacher is an effective teacher from the discursive point of view, and the didactic implications of his discursive behaviour. The results show that the teacher uses more classroom management strategies than knowledge building strategies, and that the knowledge built is scarce, superficial and repetitive. Indeed, the conclusions show to what extent interaction builds knowledge, and the nature of the knowledge that is built. Based on the assumption that interaction is a means for building knowledge rather than an end in itself, the predominance of classroom management strategies throughout the session shows that the teacher basically uses interaction to create knowledge, i. e. his skill in classroom management facilitates the teaching and learning of new knowledge. However, the knowledge that is built is characterised by the introduction of little content, the absence of metalinguistic reflection and little explanatory discourse. The conclusion of the article is that the teacher acts as a strategic inexperienced teacher, in that his skill in classroom management alleviates his lack of expertise in building knowledge. This research is of interest due to its analysis of the discursive performance of an inexperienced teacher. This may contribute to the improvement of teacher training and practice

War and peace in the classroom: moments of reprieve; a strategy for reflecting on – and improving – students’ classroom behaviour

In this article I intend to outline a strategy for supporting trainee teachers on Certificate in Education (Cert Ed) and Postgraduate Certificate in Education (PGCE) courses in developing their ability to deal with disruptive student behaviour in their classes. I describe a particular class-based, peer-reflective practice and demonstrate how this has been effective in impacting on helping trainees to deal with teaching disruptive or challenging groups. The rationale for exploring this issue, and the problematic national context in which disruptive student behaviour takes place, is outlined. I then explore a strategy for offering trainee support and peer reflection by sharing a case study of two trainees’ classes where students were particularly disruptive. I examine how this reflective strategy helped support these trainees to improve their practice. Before concluding, some epistemological questions are raised as to the problematics of how teachers know whether improvements took place

Attention deficit hyperctivity disorder –aviable training module for school teachers

Attention Deficit Disorders in children is a problem that teachers face in classrooms universally, and it can be particularly challenging. Despite this, there is a great paucity of work either in evaluating the existing knowledge levels of the teachers of Primary schools concerning this neurobehavioral problem, or in formulating attempts to train them in classroom management. The aim of the present study is the development of an evaluation and Training Module for Teachers, comprising of a three-step ADD group training method, with evaluation included. The target group comprised of 30 primary school teachers representing various schools in D. K. District. Following a baseline evaluation, the group training was performed. The curriculum included ADD/ADHD theory, case study and discussions. The specific objectives of the 3 day activity were to: assess them on their knowledge of ADD on a pre evaluation Test, obtaining relevant socio-demographic details, and providing them with specific training, after which they were re-assessed. The experience showed that the training facilitates knowledge of this clinical condition. The age, sex, teaching experience, qualifications and the residential area, were not found to be associated with the knowledge levels of teachers. The inclusion of this time and cost effective module in awareness and management skill building of Primary teachers as part of their in- service training as well as the implications of a successful culture and context specific training programe for the inclusion of ADD children in the regular classroom is discussed

Gender differences in adolescents' academic motivation and classroom behaviour

© 2013 Taylor & Francis. The present study investigated gender differences in adolescents’ academic motivation and classroom behaviour and gender differences in the extent to which motivation was associated with, and predicted, classroom behaviour. Seven hundred and fifty students (384 boys and 366 girls) aged 11–16 (M age = 14.0, 1.59 SD) completed a questionnaire examining academic motivation and teachers completed assessments of their classroom behaviour. Girls generally reported higher levels of academic motivation, whilst teacher reports of behaviour were poorer for boys. Interestingly, boys’ reported levels of academic motivation were significantly more closely associated with teacher reports of their classroom behaviour. Furthermore, cognitive aspects of boys’ motivation were better predictors of their classroom behaviour than behavioural aspects. On the other hand, behavioural aspects of girls’ motivation were better predictors of their behaviour. Implications for understanding the relationship between motivation and behaviour among adolescent boys and girls are discussed, in addition to interventions aimed at improving adolescents’ classroom behaviour

Teacher perceptions on the delivery and implementation of movement integration strategies: the CLASS PAL (Physically Active Learning) Programme

Children sit for extended periods in the school classroom. Movement integration (MI) methods (e.g. active breaks, physically active lessons) could be used to break/reduce sitting time and improve classroom behaviour and engagement. Limited evidence is available on teacher perceptions of what influences the implementation of MI. Interviewed primary school teachers reported factors perceived to influence implementation at a variety of levels including individual (e.g. teacher and pupil characteristics, time, behavioural management) and school (e.g. whole school approach; and external to school expectations). In addition suggestions for increasing adoption and implementation of MI (e.g. communicating MI initiatives to schools) were identified

Resources for newly qualified teachers: An overview of resources to support secondary NQTs in the classroom

"This publication provides an overview of key National Strategies materials currently [as at Feb. 2010] available for student teachers and newly qualified teachers (NQTs). There are subject-specific materials for the core subjects and materials focused on significant issues such as: Assessment for Learning, Behaviour and attendance, and, Narrowing the Gaps." - from archived website nationalstrategies.standards.dcsf.gov.u