Teaching Techniques for Improving Student Behavior and Performance in Classrooms: A Review of the Literature

Date of Award

Fall 12-14-2023

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in Special Education

Department

Graduate Studies

Committee Chair

Marci Glessner

Keywords

Student Behavior, Classroom Management, Student Aggression, High Leverage Practices, Social-Emotional Learning, Data Collection

Abstract

Mackenzie Laughlin: Abstract

Teaching Techniques for Improving Student Behavior and Performance in Classrooms: A Review of the Literature

The primary purpose of this review of literature was to provide information about improving student behavior and performance in the classroom and the use of evidence-based practices for behavior management in general education classroom settings. The author took a closer look at classroom management components, emotionally supportive learning environments, and how student and classroom-level factors operate together to reduce student aggression. While reviewing the literature several themes were found, including four specific guidelines, practices, and curricula: high leverage practices related to social-emotional learning (Zimmer, 2023), the development of a class-wide function-relation intervention team (Wills et al., 2019; Kamps et al., 2015), social emotional skills (Portnow et al., 2018; Stoiber, 2011) and the SPARK curriculum (Green et al., 2021). The author then took this information and created close-captioned, informational videos for classroom teachers - with the intent of the videos to provide background information on social-emotional learning, the collection of data to inform decisions regarding behavior and ultimately facilitate conversation between general education teachers and special education teachers around behavior.

Abstract only: No full text available.

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