Role playing to train elementary teachers to use a classroom management "skill package"

Area of Science:

• Educational Psychology
• Classroom Management

Background:

• Disruptive student behavior is a significant challenge in elementary education.
• Effective classroom management strategies are crucial for academic success.

Purpose of the Study:

• To evaluate the impact of social skills training on teacher effectiveness.
• To assess the effects of this training on student behavior and academic productivity.

Main Methods:

• Two third-grade teachers received role-playing training in social skills for behavioral management.
• Disruptive student behavior was observed during seat work and group discussions.
• Student productivity in arithmetic was measured by problems correct per day.

Main Results:

• Teacher training led to a reduction in disruptive student behavior in both classrooms.
• Significant academic productivity gains were observed for middle and bottom-performing students.
• The bottom-performing student group showed a 76% increase in arithmetic problems solved correctly.

Conclusions:

• Social skills training is an effective intervention for improving classroom behavior.
• Targeted behavioral interventions can enhance academic productivity, especially for struggling students.
• Teacher training in social skills positively impacts the overall learning environment.