NATURAL RATES OF TEACHER APPROVAL AND DISAPPROVAL IN GRADE‐7 CLASSROOMS¹

Abstract

The natural rates of teacher verbal approval and disapproval in ten grade-seven classrooms were determined and compared with those described by White (1975). Although there were differences in the observation techniques used and the behavioral, cultural, and ethnic groups sampled, the results were similar. The majority of the teachers displayed individual rates of disapproval that were higher than their individual approval rates. The correlations between levels of on-task behavior and approval and disapproval rates were low. The issues raised by these findings are discussed in terms of directions for further research.DESCRIPTORS: child behavior, classroom reinforcement, teacher approval, disapproval, natural rates of verbal reinforcement, on-task behavior, children White (1975) asked how rates of teacher verbal reinforcement operate to maintain or increase the school behavior of pupils. She

Naturalistic Assessment of Children's Compliance to Teachers' Requests and Consequences for Compliance

“…Pupils across the 12 grades received more teacher disapproval than approval and when teachers did praise students it was nearly always focused on instructional, on-task oriented behaviors. White's reported findings were closely replicated by Thomas, Presland, Grant, and Glynn (1978) (SUMMER 1983) rates of approval and disapproval for children's on-task and off-task behaviors. Thomas et al reported that children received disapproval statements at almost three times the rate of approval statements.…”

Altering educational environments through positive peer reporting: Prevention and remediation of social problems associated with behavior disorders

“…Research suggests that teachers spend more time focused on and responding to inappropriate as opposed to appropriate behaviors (Thomas, Presland, Grant, & Glynn, 1978;White, 1975). By encouraging students to monitor and report peers' incidental antisocial behavior, tattling and punishment procedures may have a similar effect on students.…”

“…Teachers often spend so much time and cognitive energy monitoring students' inappropriate behaviors that they may not be aware of all the incidental prosocial behaviors that occur during daily classroom activities. (Algozzine, 1980;Reisberg, Fudell, & Hudson, 1982;Thomas et al, 1978;White, 1975).…”

Natural Rates of Teacher Approval and Disapproval in British Secondary School Classrooms

“…Moreover, out of the total of 1,105 statements of approval and disapproval recorded, only one was found to be approving of social behaviour. Additionally, it was found that whereas teacher approval did not differ in rate between high and low ability classes, rates of disapproval were much higher in the lower ability classes.In New Zealand, Thomas et al (1978) observed the classroom behaviour of 10 grade 7 teachers (i.e., classes of 11-to 13-year-old pupils) in the Mangere Guidance Unit, a clinical treatment facility. A time sampling instrument was used to record teacher behaviours and the on-task behaviour level of all 10 pupils.…”