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Social Powers and Effective Classroom Management: Enhancing Teacher–Student Relationships

Authors:
Behavior Management
Intervention in School and Clinic XX(X) 1 –6
© Hammill Institute on Disabilities 2011
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10.1177/1053451211
406543
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Social Powers and Eective
Classroom Management:
Enhancing Teacher-Student
Relationships
... Research on teacher-student interaction shows that teachers' behaviour affects student behaviour and is related to their academic success (Alderman & Green, 2011;Burchinal et al., 2002;Pianta & Stuhlman, 2004). In addition, the support provided by teachers positively affects students' motivation, increases the importance they attach to the lesson, and ultimately increases their academic success (Wentzel, 1997). ...
... In addition, the support provided by teachers positively affects students' motivation, increases the importance they attach to the lesson, and ultimately increases their academic success (Wentzel, 1997). Therefore, a positive school and classroom climate plays a decisive role in students' academic success (Alderman & Green, 2011;MacNeil et al., 2009;Pianta & Stuhlman, 2004). Teachers have a decisive role in creating this climate. ...
... Therefore, the individual characteristics of the teacher are expected to have an impact on their interactions with students. This situation may be effective in students' development of positive motivation and emotions (Alderman & Green, 2011;Burchinal et al., 2002;Pianta & Stuhlman, 2004). Students' development of a positive sense of success will also be a determining factor in their academic success (Alderman & Green, 2011;Pekrun & Stephens, 2010;Sayadian & Lashkarian, 2015). ...
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Hidden curriculum
... Vol. 21 2024 120 as effective models in the learning space. Everyone had the opportunity to learn from each other through their actions, not just through the information that they shared (Alderman & Green, 2011). For example, I would often use call and response methods, such as our school's sport chant or "clap twice if you can hear me" to regain the students' attention when needed. ...
Article
Published in the Virginia Association for Curriculum and Supervision Development (VASCD) journal, a publication of the Virginia state division of the Association for Curriculum and Supervision Development (ASCD).
... Currently, several psychological strategies are used to eliminate problem behaviors to ensure the proper development of each student and promote a serene classroom environment (Alderman & Green, 2011;Anderson & Kincaid, 2005). Some of these strategies are based on extinction. ...
Article
Behavioral problems in the educational context represent a daily challenge for teachers and educators , considering their impact on the teaching-learning process. Nowadays, various psychological strategies are used aimed at changing the student's disruptive behaviors to ensure adequate development. Although these techniques appear to be effective, these behaviors are often seen to reappear. However, it is widely accepted that some of the effects of associative learning that are present in adult humans and animals, such as spontaneous recovery, renewal and reinstatement, could be at the basis of these relapses. Therefore, to improve psychological interventions and to understand whether these relapse effects are present in the child population, research studies have been reviewed in which some of these effects have been evaluated in boys and girls from 0 to 11 years of age. The analysis of such research studies has shown that the results are inconsistent and that the methodology, that in our opinion is most appropriate to reveal these effects, has not always been used.
... Positive classroom relationships play a critical role in creating effective psychosocial learning environments (Baars et al., 2021;Cornelius-White, 2007). It has been noted that teachers who establish strong, positive relationships can foster a safe and trusting environment that promotes student engagement and motivation (Allen et al., 2018;Alderman & Green, 2011). Nevertheless, the given statement indicates that teachers need exposure to continuous capacity building in order to build and sustain meaningful classroom relationships effectively. ...
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This study employed a qualitative research approach with a case study design to investigate capacity-building programmes (CBPs) provided by nongovernmental organisations (NGOs) in Tanzanian public secondary schools. Specifically, the study focused on the NGOs' initiatives, impacts, and constraints towards enhancing teachers' competence in managing the learning environment. In-depth interviews and focused group discussions were used to collect data from 50 teachers. The findings revealed that the CBPs improved teachers' competence in designing and organising physical learning spaces, cultivating positive classroom relationships, and leveraging information and communication technology to enrich the learning environment. However, the programmes were constrained by a short duration of delivery and a lack of continued support. The study recommends the adoption of appropriate interventions by NGOs and the government to ensure the sustainability of NGO-supported capacity-building programmes, thereby fostering lasting impacts on teachers' capacity to manage the learning environment in public secondary schools.
... Moreover, if users aim to cultivate an appealing persona, they may prefer to avoid engaging in confrontations or arguments with others on Twitter, as such behaviors can generate aversive feelings and deter the establishment of social connections (Alderman and Green, 2011). Accordingly, this study proposes: ...
Article
Purpose This study develops a computational method to investigate the predominant language styles in political discussions on Twitter and their connections with users' online characteristics. Design/methodology/approach This study gathers a large Twitter dataset comprising political discussions across various topics from general users. It utilizes an unsupervised machine learning algorithm with pre-defined language features to detect language styles in political discussions on Twitter. Furthermore, it employs a multinomial model to explore the relationships between language styles and users' online characteristics. Findings Through the analysis of over 700,000 political tweets, this study identifies six language styles: mobilizing, self-expressive, argumentative, narrative, analytic and informational. Furthermore, by investigating the covariation between language styles and users' online characteristics, such as social connections, expressive desires and gender, this study reveals a preference for an informational style and an aversion to an argumentative style in political discussions. It also uncovers gender differences in language styles, with women being more likely to belong to the mobilizing group but less likely to belong to the analytic and informational groups. Practical implications This study provides insights into the psychological mechanisms and social statuses of users who adopt particular language styles. It assists political communicators in understanding their audience and tailoring their language to suit specific contexts and communication objectives. Social implications This study reveals gender differences in language styles, suggesting that women may have a heightened desire for social support in political discussions. It highlights that traditional gender disparities in politics might persist in online public spaces. Originality/value This study develops a computational methodology by combining cluster analysis with pre-defined linguistic features to categorize language styles. This approach integrates statistical algorithms with communication and linguistic theories, providing researchers with an unsupervised method for analyzing textual data. It focuses on detecting language styles rather than topics or themes in the text, complementing widely used text classification methods such as topic modeling. Additionally, this study explores the associations between language styles and the online characteristics of social media users in a political context.
... Teachers have a big role in student learning success. The role of teachers in learning success according to Alderman as quoted by Elliott et al), ... emphasized that teachers must Show students that they want them to succeed and also that they expect students you achieve the major learning objectives for a class [4]. ...
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The Covid-19 pandemic has brought big changes in teaching and learning activities in the country. Learning activities have changed from face-toface to online teaching and learning. Studying online changes the learningexperience for many students. Rather than sitting in school and taking notes, students are taking advantage of online classes and other forms of online learning. Materials and Methods: Survey and interview. Interviews were conducted with the homeroom teacher. Survey of student scores in the semester before the Covid-19 pandemic and during the pandemic. Results: Based on the results obtained, on-line learning has little effect on learning achievement. Online learning has several advantages and disadvantages over learning face-toface. Online learning offers a potentially better alternative if it is adapted to the situation and conditions of the students.
... The question here for the teacher is that whether the decreasing of power and authority in the classroom is conducive to make a supportive classroom environment and positive TSR. Alderman and Green [20] discussed applying the social power model in teaching regarding the techniques for using power. The model contains four types of power which are coercion, manipulation, expertness, and likability. ...
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Classroom management of pre-service English teachers has received little phenomenological research. This paper describes classroom management as a lived pedagogical experience that emerges from discontinuities rather than as an instrument of control. This was a qualitative, phenomenological study. Data were collected through narrative interviews and pre-service English teachers' journals. The analysis was conducted by using the empirical phenomenological method. The results suggest that pre-service English teachers lived educational experience is broken by classroom discontinuities that negatively affect their mood (broken educational reality). However, they try to manage the classroom (guided pedagogical reality), guided by what they think is a teacher's duty and what they should do. In this way, they are able to create a positive pedagogical atmosphere and a caring pedagogical relationship that leads them to an “attuned pedagogical reality.” It was concluded that discontinuities and classroom management help pre-service teachers grow organically in their professional development.
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The outbreak of the coronavirus, especially in Indonesia, has caused the teaching and learning process to change completely. The face-to-face teaching and learning process turns into an online teaching and learning process. Teachers and students are required to be ready for implementation. Teachers must change their instructions online so that teaching and learning can continue. This creates new challenges and workloads, especially for teachers who are just starting the online teaching process. The purpose of this study was to determine whether online learning increases the workload on teachers physically, mentally, and financially. The method used was a quantitative method and the instrument used was a questionnaire that is distributed online. The samples of this research were teachers who teach at private senior vocational schools in West Jakarta. Based on the data obtained, it can be seen that the application of online learning increases the workload on teachers physically, mentally, and financially. Keywords: Online, Learning, Teachers, Workloads
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This study investigates the implementation of classroom management at Kanya-CO Education Secondary School Nepal. The investigation covers six points to discuss: the management of the physical environment, learning, procedures and rules, discipline problems, relationships, also voice and body language. Each of these has some characteristics that are compared to those of the classroom observed.The research is categorized as qualitative in nature. It gains the data through video observation showing English teaching and learning process with approximately 40 students. The data are then analyzed based on the criteria aforementioned. Overall, the teacher has applied the postulates thoroughly. However, some weaknesses related to the management of the physical environment, learning, and relationships keep remaining. Accordingly, the paper also provides the suggestions to consider as the teaching and learning process improvement exertion.
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This study examined the effects of effective command training with teachers on students' compliance rates and academic engagement. Three target students were selected who were exhibiting compliance rates substantially below peers. The students' teachers were taught how to provide effective commands. Results indicated that students' rates of compliance increased with increased use of effective commands. When verbal praise was added contingent on compliance, students' rates of compliance increased even more. In addition, academic engagement was shown to increase as student compliance increased and disruptive competing behaviors decreased. Implications for consultation and intervention in the classroom to increase student compliance and academic behaviors are discussed. Copyright 2005 by the National Association of School Psychologists, ISSN 0279-6015.
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Children with significant behavior problems are at risk for poor school adaptation and a host of deleterious school outcomes. Given the time children spend in school, there is a need to better understand the normative contexts and processes within schools that may enhance the positive adaptation of children with significant behavior problems. This study evaluated one such context, the teacher-student relationship, specifically, the degree of closeness and conflict in the relationship, between urban, American elementary schoolchildren with significant externalizing or internalizing behavior problems and their teachers. The results suggest that the qualities of the teacher-student relationship predict children's successful school adjustment. Having a relationship with a teacher characterized by warmth, trust, and low degrees of conflict was associated with positive school outcomes. Some moderation effects were noted, including differential effects for warmth on the reading achievement of children with externalizing distress, and conflict on the school adaptation of children with internalizing problems. Results are discussed in light of theory and school-based intervention and prevention efforts. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
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Measures of teacher-student relationship quality (TSRQ), effortful engagement, and achievement in reading and math were collected once each year for 3 consecutive years, beginning when participants were in 1st grade, for a sample of 671 (53.1% male) academically at-risk children attending 1 of 3 school districts in Texas. In separate latent variable structural equation models, the authors tested the hypothesized model, in which Year 2 effortful engagement mediated the association between Year 1 TSRQ and Year 3 reading and math skills. Conduct engagement was entered as a covariate in these analyses to disentangle the effects of effortful engagement and conduct engagement. Reciprocal effects of effortful engagement on TSRQ and of achievement on effortful engagement were also modeled. Results generally supported the hypothesized model. Year 1 variables had a direct effect on Year 3 variables, above year-to-year stability. Findings suggest that achievement, effortful engagement, and TSRQ form part of a dynamic system of influences in the early grades, such that intervening at any point in this nexus may alter children's school trajectories.
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This study examined ways in which children's risk of school failure may be moderated by support from teachers. Participants were 910 children in a national prospective study. Children were identified as at risk at ages 5-6 years on the basis of demographic characteristics and the display of multiple functional (behavioral, attention, academic, social) problems reported by their kindergarten teachers. By the end of first grade, at-risk students placed in first-grade classrooms offering strong instructional and emotional support had achievement scores and student-teacher relationships commensurate with their low-risk peers; at-risk students placed in less supportive classrooms had lower achievement and more conflict with teachers. These findings have implications for understanding the role that classroom experience may play in pathways to positive adaptation.
Teaching responsible behavior: Developmental therapy-developmental teaching for troubled children and adolescents
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Wood, M., Quirk, C., & Swindle, F. (2007). Teaching responsible behavior: Developmental therapy-developmental teaching for troubled children and adolescents (4th ed.) Austin, TX: Pro-Ed.