Assessing Teacher Use of Opportunities to Respond and Effective Classroom Management Strategies

Abstract

The importance of effective instruction on student academic and social achievement has been well documented. Strong classroom management and the use of high rates of opportunities to respond (OTR) have been two advocated classroom practices to positively impact student performance. This article presents an analysis of data collected across 35 general education classrooms in four elementary schools, assessing instructional variables associated with OTR. The relationship among OTR, measures of classroom management, and student work products was analyzed across Title and non-Title schools. Results indicate that teachers in the present study used components of OTR at rates similar to past research, but there were clear differences among Title I and non-Title schools. In addition, as teacher use of key instructional variables increased or decreased, other key variables posited as necessary by the literature often suffered. Implications for future research are discussed for students in high- and low-risk general education classrooms.

Gender effect on classroom management skills and competencies of teachers: A meta-analysis study

“…Various research results reveal that teachers have direct effect on students' learning and effective classroom management (Liu & Lin, 2007;Stichter et al, 2009;Adeyemo, 2012). Similarly, meta-analysis of 91 studies find that classroom management is one of the most influential factors on students' learning (Haertel & Walberg, 1993).…”

The effects of real-time visual performance feedback on teacher feedback.

“…Furthermore, research findings have supported a strong, positive correlation between teacher rate of positive feedback and student academic engagement (Allday et al, 2012). Researchers have recommended maintaining relatively high rates of positive feedback, with three or four positive feedback statements for every one negative (Scott et al, 2012;Stichter et al, 2009;Trussell, 2008).…”

“…Researchers have made specific recommendations to maximize the effectiveness of positive feedback, including that it should: (a) occur contingently after the performance of a desired behavior or response; (b) contain specific information regarding what the student did correctly or appropriately, making a clear connection between the feedback and the behavior; (c) occur frequently, especially during the acquisition stage of learning; (d) be credible, ensuring that the teacher's gestures and tone of voice do not contradict the message; (e) occur soon after the behavior or response; and (f) be delivered at much higher rates than negative feedback (Brophy, 1981;Hattie & Timperley, 2007;Scott et al, 2012;Shute, 2008;Stichter et al, 2009;Trussell, 2008).…”

“…Teachers maintain high levels of engagement in instructional content by implementing effective instructional and classroom management practices that minimize disruptions, down-time, and transitions, and maximize opportunities for students to participate. A number of practices have been identified that help maintain high rates of engagement; examples include the use of clear expectations (Scott, Anderson, & Alter, 2012), modeling (Rosenshine, 1995), opportunities to respond (Stichter et al, 2009), and positive feedback (Hattie & Timperley, 2007).…”

An examination of teacher instruction and student engagement involving adolescents with and without challenging behavior.

“…Research supports the application of these teacher behaviors as associated with both increased student engagement and decreased rates of student challenging behaviors (Haydon et aL, 2010;Haydon, Mancil, & Van Loan, 2009;Partin et aL, 2010;Stichter et aL, 2009). The literature on effective instructional practices is well-established and key features of an effective instructional sequence have been identified (Baker et aI., 2008;Brophy & Good, 1986;Christenson, Ysseldyke, & Thurlow, 1989;Greenwood et aI., 2002;Gunter, Shores, Jack, & Denny, 1994;Raphael, Pressley, & Mohan, 2008).…”