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Rules, Praise, Ignoring, and Reprimands Revisited

Old Dominion University, rgable{at}odu.edu

Peggy H. Hester

Old Dominion University

Marcia L. Rock

University of Alabama

Kimberly G. Hughes

Old Dominion University

Research begun in the 1960s provided the impetus for teacher educators to urge classroom teachers to establish classroom rules, deliver high rates of verbal/nonverbal praise, and, whenever possible, to ignore minor student provocations. In that there have been significant advances in the knowledge of what constitutes effective classroom management, a review of past-to-present literature was conducted to determine whether it is time to alter the thinking about one or more of these basic behavioral strategies. The research conducted over the years supports the basic tenets of these strategies, but with some important caveats. Finally, there are several newer strategies that warrant attention.

Key Words: interventions • behavior • classroom • management • behavior

Intervention in School and Clinic, Vol. 44, No. 4, 195-205 (2009)
DOI: 10.1177/1053451208328831


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