The Effect of Proactive Classroom Management Training Program on Off-Task Behaviors of Students in Inclusive Classrooms
Abstract
This study investigated the effect of classroom management training provided to teachers employed in inclusive primary school classrooms on students’ off-task behaviors. Study participants were composed of 18 teachers who taught special needs students in a primary school in the city center of Eskişehir and their students. One-group pretest-posttest design was used in the study. Study data were collected with the Student Off-Task Behavior Observation Form developed by Güner-Yıldız and Elmas (2019) and the Classroom Management Knowledge Test developed by Güner (2010). Participating teachers were trained with the Proactive Classroom Management Training Program (PCMTP) followed by feedback on their classroom management practices based on observations regarding the implementation of the information provided during the PCMTP in their classrooms. The findings revealed that classroom management training with PCMTP and feedback on teachers’ classroom management skills increased their knowledge of effective classroom management strategies and reduced the off-task behaviors of students in their classrooms.
Keywords
classroom management, off-task behavior, inclusion, primary school
References
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