What Classroom Management Practices Are Elementary General Education Teachers Implementing in Their Classrooms?

Abstract

Challenging behavior is one of the top reasons why teachers leave the field. However, classroom management strategies are designed to help improve student behavior. In this qualitative study, eight teachers from third through fifth grade shared what classroom management practices they implement to support students’ behavior and social development. The most commonly discussed antecedent strategies included classroom leaders, social-emotional learning strategies, structured breaks, maintaining student engagement, and offering student choice. The most common consequence-based strategies included behavior-specific praise, group contingencies, office discipline referrals, and punishment procedures. Although the teachers frequently mentioned implementing components of evidence-based practices, it was rare for them to implement the practices with fidelity. One of the biggest challenges was the feasibility of these practices. As such, several of the teachers shared that the evidence-based strategies “no longer worked,” and they felt obligated to implement “consequences” (i.e., punishment-based strategies). Implications for practice and future research are discussed.