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Evaluating the effects of the color wheel system on a teacher's repeated directions
Jade Bennett1, Christopher H Skinner1, Thomas John1
1Department of Educational Psychology and Counseling, College of Education, Health, and Human Sciences, University of Tennessee.
Abstract:
Students are less likely to hear and understand teacher-delivered directions or instructions when they are attending to other activities (e.g., a classmate, a previously assigned task). A classroom management system known as the Color Wheel System includes rules and transition procedures designed to increase the probability that students stop their current activities and attend to teachers as they deliver directions or instructions for the next activity. A withdrawal design was used to evaluate the effects of the Color Wheel System on a teacher's repeated directions in a first-grade general-education classroom. Results showed large and immediate decreases in teacher repeated directions both times the Color Wheel System was applied and an immediate increase when it was withdrawn. Discussion focuses on limitations and directions for future longitudinal research evaluating the effects of the Color Wheel System on uninterrupted teaching and learning time, classroom climates, student-teacher relationships, and compliance. (PsycInfo Database Record (c) 2025 APA, all rights reserved).
