Within the scope of Montessori education system, which has been widely applied in Turkey in recent years, "prepared environment", "didactic materials" and "prepared adult" concepts have been frequently emphasized. It could be asserted that behavior management at Montessori classrooms is formed and arranged within the…

Classroom management and coping with disruptions are a primary source of stress for teachers. However, very little is known about teachers' considerations when facing daily disruptions in their classes. To bridge this gap, seventy-one K-12 teachers were asked to recall such an incident and describe five alternate responses they considered. Did…

Inappropriate behaviors often occur in non-classroom settings, such as lunchrooms, due to the increased volume of students with fewer supervising adults. As such, there is a need for effective and efficient behavior management interventions that can be implemented in these environments. To address frequent disruptions in an urban elementary…

This study was conducted to explore K-5 general education teachers' understanding of behaviors, attitudes, and beliefs regarding the behaviors of students with DB. K-5 teachers completed questionnaires and individual interviews were conducted to understand the descriptions of DB that K-5 teachers provide regarding the effects of DB in their…

Student behavior in classrooms is a major challenge for educators. Notwithstanding the reasons behind student misbehavior, teachers and administrators continually seek to improve student behavior using positive behavioral incentives; yet, research concerning the effectiveness of external stimuli used in incentives and the determination of the most…

Cultivate a thriving classroom and reignite a love of teaching. Gain effective strategies to understand student behavioral patterns in relation to brain development. With thoughtful suggestions on how to implement and adapt proposed strategies as needed, K-12 teachers will create and manage a classroom environment that maximizes learning and…

Our study assessed the outcomes of implementing a researcher-developed, teacher-led preventive program in special education preschool classrooms. We evaluated outcomes that were specific to student behaviors, classroom climate, and teacher self-efficacy. As iterative components of the Pyramid Model, an early-childhood-focused iteration of the…

All students have emotional and behavioral difficulties periodically. Some students have difficulties at a rate, duration, and intensity significantly higher than those of their peers. We summarize the knowledge base on the development, maintenance, and change of emotional and behavioral disorders across the school years. Building from dynamic…

Disturbing, problematic, or challenging student behaviour is said to be among the greatest challenges facing today's school life. However, despite the apparent commonsensical nature of the issue, there is no commonly agreed upon definition for such events, and there is often very thin analysis of what actually becomes disturbed, challenged, or…

"Creating Calm Classrooms" presents easy-to-follow and guaranteed to succeed strategies, teacher behaviors and class management practices that the author successfully deployed to create oases of peace and tranquility in his classrooms in more than twenty years of teaching in urban schools. The methods contained in this book can enable…

Introduction: We report predictive validity of the newly defined Student Risk Screening Scale -- Internalizing and Externalizing (SRSS-IE 9, with 9 items) when used for the first time by middle and high school teachers from 43 schools. Methods: The sample included 11,773 middle school-aged students representing four geographic regions, and 7,244…

The Social-Emotional Prevention Program (SEP) is a multi-focused intervention combining universal and indicated intervention strategies delivered face-to-face and through the use of technology. The study's objectives were to assess comparatively SEP effectiveness as a function of preschoolers' baseline risk of externalizing problems and to…

Public school teachers are responsible for their students' academic achievement. Their primary role is to deliver academic material in a structured and safe learning environment. One thing that hinders their ability to execute this, however, is having to intervene on behaviors that interfere with optimal learning. These interfering behaviors,…

Core reading instruction and interventions have differential effects based on student characteristics such as cognitive ability and pre-intervention skill level. Evidence for differential effect based on affective characteristics is scant and ambiguous; however, students with problem behavior are more often non-responsive to core reading…

Since the start of the full inclusion movement, K-2 general education teachers have been overwhelmed with their behavior management due to the increased numbers of students with disabilities in their classroom who display emotional/behavioral challenges. This basic qualitative study aimed to explore K-2 teachers' perspectives on having a broad…