Teaching is fun right? It’s easy right? Well, many teachers wouldn’t agree and that’s because dealing with people is never that easy. Dealing with kids is even worse don’t you think. But how can one juggle through the everyday chaos? There might be a solution.
‘Positive Greetings at the Door: Evaluation of a Low-Cost, High-Yield Proactive Classroom Management Strategy’, a study by Clayton R. Cook, Aria Fiat, Madeline Larson, Christopher Daikos, Tal Slemrod, Elizabeth A. Holland, Andrew J. Thayer, and Tyler Renshaw, conducted for the purpose of evaluating the impact of the Positive Greetings at the Door (PGD) on middle school students’ classroom behaviour. Data was collected on a pre–post basis using direct observations of student classroom behaviour to enable low-inference interpretation of the efficacy of the PGD.
The study had three focus questions in mind:
- Do students exposed to PGD exhibit gains in Academic Engaged Time (AET) when compared with students in attention control classrooms?
- Do students exposed to PGD exhibit reductions in Disruptive Behaviour when compared with students in attention control classrooms?
- Do teachers find the PGD strategy to be acceptable, appropriate, and feasible for use?
Participants were students in 10 classrooms from two middle schools in the Pacific Northwest of the United States and a total of 203 students and 10 teachers participated in the study.
The study found that classrooms in which teachers received training and support to use the PGD strategy were associated with diminished Disruptive Behaviour and greater Academic Engaged Time.
The study also reports that students in the PGD classes showed a 20% gain in AET.
The study also suggests the following:
The results from this study suggest that teachers who spend time on the front end to implement strategies such as the PGD will eventually save more time on the back end by spending less time reacting to problem behavior and more time on instruction. Future research should continue to explore feasible yet high-yield classroom strategies that enable teachers to promote better academic engagement and classroom behavior among students, while also potentially increasing students’ sense of connection and belonging to the classroom.
Teachers in this study are said to have been satisfied with the intervention and its outcomes, suggesting that the PGD strategy may improve teachers’ qualitative experiences by preventing problem behavior and improving student academic engagement.
Teaching may not be so fun for some teachers, but there are a number of things that teachers can do to make their lives easier in the classroom.