Teachers’ Use of Classroom Management Procedures in the United States and Greece: A Cross-Cultural Comparison

Abstract

A survey was conducted of teachers' classroom management practices in the United States and Greece. The United States sample consisted of 149 teachers in Arizona, Illinois, Louisiana, Mississippi and Alabama. The Greek sample consisted of 97 teachers in Athens and the surrounding area. The survey asked questions regarding teachers' use of important classroom management principles (e.g. rules, classroom management practices). Responses of the teachers in the two samples were remarkably similar which indicates that, overall, teachers are reporting the use of empirically validated classroom management procedures (e.g. rules, positive reinforcement) in relatively high frequencies. Results and implications are discussed in terms of the importance of cross-cultural research of this type.

Managing Learners’ Behaviours in Classroom through Negative Reinforcement Approaches

“…Only a small percentage of students pose a very serious challenging behaviour. Due to this situation, the school management and teachers are supposed to have different approach in managing students' behaviour in school (Akin-Little, Little & Laniti, 2007). However, teachers' ability to carry out various techniques and strategies in dealing problematic students is questionable.…”

“…This includes the use of praise, encouragement and rewards (Akin-Little, Little & Laniti, 2007). The basic principle of positive reinforcement is to encourage repetition of the desired behaviour in pupils.…”

Classroom behaviour management: educational psychologists' views on effective practice

“…Rules are identified as one feature of effective CBM both in evaluations of school-based programmes (Algozzine and Algozzine 2007;Gottfredson, Gottfredson, and Hybl 1993;Jackman and Rosenberg 2003) and surveys of teachers' views about CBM (Akin- Little, Little, and Laniti 2007;Little and Akin-Little 2008;van Tartwijk et al 2009). Little and Akin-Little (2008) state that firm but fair rules are an essential element of any CBM programme, and identify certain qualities associated with good rules, such as using positive, specific and simple language, and having as few rules as possible (they suggest a maximum of five).…”

“…Consequently they chose to increase the rate of positive responses as a means of reinforcing appropriate behaviour, and thereby improving classroom behaviour. Unsurprisingly, reinforcement of appropriate behaviour is identified as a key element of effective CBM by school inspectors (Ofsted 2005(Ofsted , 2006, teachers (Akin- Little, Little, and Laniti 2007;Little and Akin-Little 2008;van Tartwijk et al 2009), and in programmes which have been evaluated empirically (Gottfredson, Gottfredson, and Hybl 1993;Hayes, Hindle, and Withington 2007).…”

“…Teachers also identify the importance of responding to disruption or unwanted behaviour in the class, although unlike Terrance, teachers in surveys identify more subtle responses to disruptive behaviour such as deliberate ignoring or using a long stare, as well as more punitive strategies such as a verbal reprimand (Akin- Little, Little, and Laniti 2007;Little and Akin-Little 2008;van Tartwijk et al 2009). …”