Classroom Management Through Praise and Its Effect on Achievement. Carol Luongo Literature Review Presentation December 3, 2011. Personal Significance of Topic. Poor Classroom Management. Reduces amount of instructional time Decreases overall class focus
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and Its Effect on Achievement
Literature Review Presentation
December 3, 2011
Classroom management becomes the gatekeeper to student learning by either supporting a consistent and predictable classroom or allowing a disruptive, chaotic, and random learning environment to occur (Freiberg, Huzinec, & Templeton, 2009, p. 79).
Those who support it claim that praise provides encouragement to students, helps build self esteem, and helps build a close student-teacher relationship. Those with the opposing view, however, contend that learning is intrinsically rewarding and learners should not be bribed or coerced to learn (Crespo, 2002, p. 742).
These programs should be implemented in a consistent fashion on the level they are utilized if change in student behavior and effort are to be recognized as being linked to them.
Porlier et al. (as cited in Burnett, 2002, p. 5) assert that research studies have emphasized the influence of significant adults (teachers and parents) on students’ development and the importance of significant others’ verbal statements when directed at the children.
Griffith (as cited in Trusty et al., 2008, learning by either supporting a consistent and predictable classroom or allowing a disruptive, chaotic, and random learning environment to occur (Freiberg, p. 415) found that positive student-teacher relationships and safe and orderly school environments were associated with higher student-reported grades.
Borman and Overman (as cited in Trusty et al., 2008, p. 414) discovered in their national data study that school resources (e.g. class size, availability of instructional supplies) and effective schools variables (e.g. percentage of time devoted to academic instruction, strong principal leadership, and monitoring of student progress) had little influence on academic resilience.
In Burnett’s 2002 study, he noted that some teachers may avoid praise if they perceive that students will develop dependence rather than the ability to think for themselves (p. 7).
Thorp et al. (1994) cited research indicating that students spend approximately 15,000 hours in the classroom environment during primary and secondary schooling.
It is therefore important for students to have good experiences at school. Positive classroom environments have been associated with academic achievement, improved schooling for children at risk, teacher personality type, and positive effects on students’ motivation and interpersonal behaviors (Burnett, 2002, p. 8).