Related Experiment Videos
A note on a simple procedure for redistributing a teacher's student contacts.
1Rehabilitation Institute Southern Illinois University.
Journal of Applied Behavior Analysis
|July 1, 1971
Summary
A classroom management strategy shifted teacher contact distribution, benefiting struggling students and increasing overall assignment completion. This method shows promise for diverse student populations.
Area of Science:
- Educational Psychology
- Classroom Management Strategies
- Student Engagement
Background:
- Traditional classroom structures may not optimize student-teacher interactions.
- Identifying effective methods to support diverse learning needs is crucial.
- Previous research indicates varied student engagement levels in rural settings.
Purpose of the Study:
- To analyze the impact of a novel classroom management technique on student-teacher contact frequency.
- To evaluate changes in assignment completion rates among third-grade students.
- To assess the potential benefits for students requiring additional support.
Main Methods:
- Observational study of a third-grade class (n=12) in a rural school.
- Implementation of a 'play area' reward system upon task completion.
- Tracking student-teacher contact frequency and assignment completion data.
Main Results:
- The intervention altered the distribution of student-teacher contacts, reducing contact for high-achieving students.
- Overall completed assignments increased across the class.
- Data suggest that lower-performing students received more teacher attention.
Conclusions:
- The implemented procedure effectively redistributed teacher time, favoring students needing more support.
- This strategy holds potential for improving educational outcomes in special pupil populations.
- Advantages and limitations of the procedure warrant further investigation.