1

Classroom Management Strategies Teachers use to Reduce Student Behavior Problems

and Improve Classroom Management in the Early Elementary School Classroom.

Maria Wilson

Framingham State University

EDUC 999 Research and Evaluation

Instructor: Pamela J. Bretschneider, PhD

July 13, 2020

 2

Abstract

The purpose of this research was to determine effective classroom management strategies that
reduce behavior issues in the early elementary classroom.  The research was conducted at
Malden Public Schools in Malden, Massachusetts, in the spring of 2020.  The researcher
designed three methods of data collection for this research.  The primary method of data
collection used was a teacher questionnaire.  Had there been more time, the researcher would
have collected additional data using interviews and classroom observations to address the
research question. 

The researcher sought to determine ways that teachers can reduce negative behaviors exhibited
in the classroom through the means of strong classroom management strategies.  The participants
in this study included 12 female teachers at the Salemwood School in the district who are
certified to teach Grades K-4.  

A total of 12 teacher questionnaires were administered.  Findings from the research indicated
that teachers believe in consistency, building relationships, and incorporating breaks as
components of successful classroom management.  The strategies used for classroom
management varied by teacher and grade.  Results from the questionnaires indicated that all 12
teachers believe possessing classroom management skills is extremely important for student
success.  

The results of the study will be shared with administration and classroom teachers.  The teachers
can use the study as a toolbox for effective strategies.  The administration can use the data to
work with new or struggling teachers on how to effectively manage their classrooms.  Additional
research would benefit understanding why specific strategies are more successful than other
methods. 
 
  Key words: Classroom management, effective, behavior, relationships, successful,
expectations, breaks, engagement, consistency.
 3

Table of Contents

I. Introduction Page 4

II. Literature Review Page 6

III. Methodology Page 13

IV. Results and Discussion Page 17

V. Implications and Future Research Page 24

VI. References Page 26

VII. Appendix A Page 29

VIII. Appendix B Page 30

IX Appendix C Page 33

X Appendix D Page 35

XI Appendix E Page 37
 4

Classrooms today are often overcrowded and unfunded, which is completely out of a

teacher’s control. Classroom management is one of the components of a classroom system that a

teacher can control, and it can make a world of difference in the classroom, for better or worse.

Possessing strong classroom management skills can be seen among novice teachers, as well as

seasoned teachers. Difficult classroom situations often arise and teachers are expected to

navigate the ‘rough seas’ that may lie ahead. Lack of control in the classroom can result in

negative consequences for student behavior. However, through the use of various classroom

management strategies and techniques, a teacher can create an optimal learning environment. 

I have long been interested in the social and emotional wellbeing of young students.

Therefore, I often seek new ways to incorporate strategies that will benefit my students'

experience in the classroom. As educators our goal is to help students reach their full potential,

while preparing them for different scenarios and potential obstacles they may face. Effective

classroom management prevents chaos and provides a safe and productive space for students to

conduct their learning. The goal is not to control the classroom, but rather to maintain an orderly

environment where students can achieve academic and social growth. 

Each year educators are presented with fresh new faces ready to learn. However, each

cohort of students consists of different personalities, past or current traumatic experiences,

academic levels, and diagnoses. Strategies that may have worked effectively with the previous

year’s class may not work for the new students a teacher may encounter. I have experienced this

frequently in my career as an educator, thus, this is where my interest in researching classroom

 5

management originated. The prominence of classroom disruptions or disturbances appears to be

growing each year as new students with a variety of life experiences step foot into the classroom.

My personal experiences in the classroom have led me to believe in the importance of creating a

positive classroom environment, through proactive classroom management, where all students

are given the opportunity to be successful. 

As a Year 4 teacher, I am still relatively new to the field of education. Teachers are

lifelong learners who often reflect on their lessons, methods, classroom procedures, and routines.

I frequently reflect on the classroom management strategies implemented in my classroom, as

well as collaborate with colleagues to brainstorm new techniques and methods to implement.

Currently, I teach Grade 2 at the Salemwood School in Malden, Massachusetts. I began working

for Malden Public Schools shortly after my graduation from Westfield State University in 2016.

What began as a temporary substitute teaching position, quickly snowballed into landing my own

classroom with 20 first grade students. I received my Bachelor’s Degree in Elementary

Education with a concentration in psychology. Upon completion of the undergraduate program,

I became a licensed Grade 1-6 educator. Currently, I am working towards a Master’s Degree of

Education at Framingham State University. 

My interest in determining effective classroom management strategies to combat and

prevent problem behaviors in the classroom has prompted my research in this area. Therefore,

the question I designed to research was: What classroom management strategies can teachers use

to reduce student behavior problems and improve classroom management in the early elementary

school classroom? This question led me to consider the following sub questions:

1. What is classroom management in the elementary school level?

2. What grades are included as elementary school grades?

 6

3. What behavior problems currently exist in the classroom?

4. What supports do teachers currently have when behavior problems arise in the

classroom?

5. What protocol is in place for behavior problems at the school?

6. What training have current teachers had in classroom management techniques?

The results of this research will benefit teachers of early elementary school by providing

them with resources and strategies to potentially integrate into their own classroom. Teachers

and students could both benefit from a smoothly run classroom with limited disruptions,

providing all with a conductive teaching and learning environment. My goal with this research

was to bring awareness to the various classroom management strategies teachers have

successfully implemented in their classrooms.

Literature Review

Managing problem behaviors in the classroom is directly related to the classroom

management skills a teacher possesses and implements into their classroom. Disruptive

behavior has a negative impact on students’ learning, as it draws the attention away from the

teacher. The absence of strong classroom management strategies leads to more behavior

problems in the classroom, creating an ineffective learning environment and teacher exhaustion

(Quinn, 2017). Strong classroom management skills are the key to a functioning classroom

where all students have the opportunity to reach their full potential. Students in classrooms run

by teachers who possess average and above average classroom management skills are more

engaged in instruction (Gage, et al., 2018). Teachers who employ ineffective management

techniques are more likely to experience more disruptive behavior, which directly interferes with

instruction and academic achievement. When students do not have consistency, they are more
 7

likely to be off task which leads to these disruptive behaviors (Reinke, et al., 2018). Engagement

and academic progress suffer when students with behavioral disorders constantly disrupt learning

with inappropriate behavior (Markelz, and Taylor, 2016).

According to the research reviewed, the manner in which a teacher responds to

challenging student behaviors is also very important and affects the classroom climate.

Researchers (Owens, et al., 2017) identified four recommendations for how to appropriately

respond to disruptive behavior. The first is to gain the attention of the disruptive student and

provide the student with an explanation of a more desirable behavior. A teacher should use a

neutral tone of voice, as to not aggravate the situation further or embarrass a child. Lastly, the

researchers concluded that the teacher should give the student an opportunity to correct their

behavior and exhibit a more desirable behavior. When it comes to finding the best classroom

management approach, teachers often have to experiment with different strategies to find what

works best for them and their students (Robinson, 2019).  

Many schools across the country have employed different classroom management

programs in order to help reduce behavior problems. A very popular program is Positive

Behavioral Interventions and Supports (PBIS). In 2018, there were over 25,000 schools that had

implemented PBIS. The purpose of this program is to support everyone, all students and

teachers, in being successful. By using a three-tiered framework, schools utilize different

strategies to support students at every level. Tier 1 is designed for all students and serves as a

foundation to provide students with the support they need for academic and behavioral success.

Through the collection of data, students are selected for Tier 2 supports. These students will

receive targeted support to help develop the specific skills they need to succeed. Tier 3 is

designed for very few students, as it is the most intensive support offered. Goals are developed
 8

within individualized plans, to help students succeed academically and behaviorally. Schools

must collect data on students every day, which is then used to “select, monitor and evaluate

outcomes, practices, and systems across all three tiers (www.pbis.org).” Data has shown that

PBIS improves student outcomes, reduces exclusionary discipline, and improves teacher

outcomes. Another popular program being used in schools is the Incredible Years Teacher

Classroom Management Program (IY TCM), which is a universal program designed for grades

PreK through Grade 3. This program requires numerous training sessions to learn important

classroom management skills. Teachers are required to discuss, role-play, and view video-

recorded examples of classroom situations. IY TCM leaders provide feedback during training

and after classroom observations have been conducted. Researchers (Reinke, et al., 2018) found

that students demonstrated less emotional dysregulation and improved with prosocial behavior

and social competence, when their classrooms implemented IY TCM. However, all of the

schools used in the study already had PBIS in place, which could explain why there were no

findings on a reduction of disruptive behaviors. While both these programs can yield excellent

results, it is no easy task. Neither program is an overnight fix, they both require a lot of training

and commitment by all staff in order to be effective. 

A common theme among studies is the overall importance of effective classroom

management. Classroom management includes the physical space created by the teacher, as well

as strong routines and rules, clearly stated and reinforced (Sieberer-Nagler, 2015). A researcher

conducted a study on teachers’ perspectives on classroom management where a questionnaire

was distributed in New Zealand to 110 teachers of Grade 1 through Grade 4. The majority of

teachers included in the study have over 15 years of experience in the classroom. The focus of

the study was on analyzing the training received by participants, both before and after becoming
 9

a teacher, and how confident they were in their own classroom behavior management skills. The

research indicates that encouraging positive social behaviors was the most frequently used

strategy in the classroom (Quinn, 2017). The second most used strategy in Quinn’s study was to

“give clear positive directions” (p.43) and the third most used strategy “praise positive behavior

(p.44).” Both strategies were used frequently and were deemed useful in reducing problem

behaviors. 

Another common theme among classroom management studies is the importance of

being proactive. Using a proactive teaching style has a positive impact on student success, as it

prevents more disruptions to learning (Quinn, 2017). Teachers want to maximize the time spent

on teaching and learning, creating a productive learning environment. Students cannot remain

engaged when a teacher is taking the time out of a lesson to correct problem behaviors, that

could have been prevented by strong management skills (Sieberer-Nagler, 2015). Effective

commands, verbal and nonverbal, were also identified as an effective evidenced based-

classroom management strategy. While this strategy is typically proactive, it also provides clear

behavior expectations for students (Owens, et al., 2017).

Some studies suggested that the most effective strategy is having a responsive classroom

management approach. Researchers (Schafer and Barker, 2018) focused on four teachers from a

larger study on effective teachers working in urban high-poverty schools. These teachers had

similar beliefs that influenced their classroom management. These researchers determined that

four methods were identified as the most effective, including; classroom meetings, choice words,

rules and routines, and logical consequences. Classroom meetings, or more often known as

morning meetings, allow teachers to work on relationship building with their students through

normal conversations that strengthen the classroom community (Schafer and Barker, 2018). The
 10

language a teacher chooses to use in the classroom has the ability to affect student behavior for

better or for worse. Teachers from this study were able to build relationships and demand

excellence through their use of words with students. Also, teachers guided students to make

better choices instead of directly correcting them (Schafer and Barker, 2018). Different teachers

can have widely varying classroom management results with the same set of students. There are

some explanations for this occurrence, but one explanation that most people could agree on is the

teachers’ language they use with their students. Robinson (2019) stated:

All facets of language we use with students are very important. From our thought

process before we speak, to the words we choose, to the way we speak them, there

are many opportunities to meaningfully connect with students and also many

opportunities for improvement (p.22).

The manner in which a teacher communicates with students impacts student relationships,

behavior, and academic success.

Many studies highlighted the importance of establishing strong rules and routines in a

classroom. Rules should be mutually created, and support high expectations for student behavior

(Schafer and Barker, 2018). Of the evaluated foundational, preventive, and responsive

classroom management components, three were significantly predictive of class-wide levels of

academic engagement; frequent references to the schedule and routines, behavior-specific praise,

and low rates of error correction. Researchers found a 3% increase in academic engagement

from increased references to the schedule or routine (Collier-Meek, et al., 2019).

Another commonly used classroom management strategy found across studies is

Teacher-Directed opportunities to respond (TD-OTRs). TD-OTRs refers to when a teacher asks

a question or makes a gesture that evokes a student response and the student is given an
 11

opportunity to respond. Implementing this strategy leads to improved behavioral outcomes when

used frequently in elementary classrooms (Fitzgerald Leahy, et al., 2018). Researchers found

that when teachers provide opportunities to respond, students are more engaged which decreases

the frequency of disruptive behaviors (Gage, et al., 2018). 

Praise is a commonly used strategy in classrooms across the country to signify approval

of student behavior.  Findings suggest teacher praise positively affected attending behaviors with

increases in on-task behaviors and decreases in disruptive behaviors (Markelz and Taylor, 2016).

There are many different methods of praise that a teacher could utilize in the classroom

including; general, behavior specific, gesture, private, written, or group praise. While general

praise is still widely accepted by students, it is very vague and doesn’t identify what specific

behavior is being recognized. Praise can also be delivered through a gesture such as a thumbs

up, or it can be tangible where a student is given a physical item such as a sticker (Floress et al.,

2017).  One study examined the effectiveness of general praise and behavior specific praise. In

the study teachers provided students with BSP at a rate of 0.32 times per minute, and found that

it was related to higher levels of academic engagement (Collier-Meek, et al., 2019). 

A study was conducted to identify the most effective classroom management skill

teachers should prioritize. The participants included 12 elementary school teachers, from 2

schools in the southeastern United States. Classrooms were observed in order to collect data on

the frequency of 3 different management strategies implemented by teachers. Researchers also

collected data on the engagement levels of students and the frequency of disruptions occurring

during a lesson. Behavior specific praise (BSP) was found to have a positive effect on student

performance in the classroom (Gage and MacSuga-Gage, 2017). The results suggest that this

strategy may be the most effective in decreasing disruptive behavior. Other researchers (Markelz
 12

and Ridden, 2019) have identified behavior specific praise to “promote positive social and

academic outcomes (p.1).” 

One study specifically indicated that BSP is more effective than general praise, as it helps

students identify which actions elicit praise from the teacher (Floress, et al., 2018). Students are

more likely to repeat those same actions when they know they are teacher approved. Another

study also highlighted the importance of communicating why a student is receiving praise

because they may be performing multiple behaviors at the moment the praise is received

(Markelz and Ridden, 2019). The use of BSP is beneficial because it reinforces desirable student

behaviors, allowing teachers to target specific behaviors that may need improvement.

Oftentimes teachers will ignore undesirable behaviors and instead focus on acknowledging

positive behaviors with significant amounts of praise. This ultimately decreases off-task

behavior because students “learn to discriminate between which behaviors receive attention and

which do not (Floress, et al., 2018, p.411).” Researchers also found that teacher praise affected

attending behaviors of younger participants more than older participants (Markelz and Taylor,

2016). BSP was found to decrease as grade levels increased (Floress, et al., 2018). Teachers of

upper elementary might consider using a different method of praise such as private praise that is

delivered quietly so only the intended recipient will hear it (Floress, et al., 2017).

While BSP is a commonly used strategy to reduce student behavior problems, many

studies have found that teachers use it too infrequently (Markelz and Ridden, 2019). Many

educators have turned to tactile prompting to remind them to deliver BSP throughout their day.

Educators wear a device, such as an apple watch, that is programmed to vibrate on an interval

schedule which prompts them to perform a behavior, in this case BSP. Another study was

conducted that combined two apps on an apple watch to create electronic tactile awareness
 13

prompting with self-monitoring (eTAPS). The results of the study indicated that eTAPS was

effective in increasing the amount of BSP (Markelz, et al., 2019). 

Many classroom management strategies have been explored across studies, and different

student behaviors have also been presented. Districts across the country have adopted different

behavior management programs and implemented them successfully into their schools.

However, many studies highlighted that there is a high need for more training opportunities for

teachers in regards to classroom management, as well as the many difficulties faced by teachers

to successfully implement strategies to maintain a productive learning environment.

Methodology

The purpose of this research was to determine effective classroom management strategies

that reduce problem behaviors. Data was collected at Salemwood School, in Malden MA. The

research design included three different types of data collection. First, teacher questionnaires

were administered to teachers to gather data on different classroom management strategies

utilized in the early elementary classroom. Secondly, had there been time, the researcher would

have interviewed different teachers to gain insight into how they reduce student behavior

problems in the classroom. Lastly, the researcher would have conducted classroom observations

in order to analyze how students react to different strategies implemented in the classroom.

Participants

All participants in this study are educators in the Malden Public Schools district. The

City of Malden, in eastern Massachusetts, is located 5.7 miles north of Boston in Middlesex

County. Malden has a land area of 5.04 square miles. There is a total of 7 public schools,

including; 1 high school, 1 early learning center, and 5 K-8 schools. According to the U.S.

Census Bureau (2019), Malden has a population of 60,470 with a median income of $64,178 and
 14

16.4% persons in poverty. Its population is 54% Caucasian, 16.8% African American, 23.4%

Asian, and 9.3% Hispanic or Latino. Of its population, 52.2% of residents speak a language

other than English at home (U.S. Census Bureau).

The school participating in this study is the Salemwood School, which services students

Grades K through 8. Salemwood is a Title 1 school with 1,123 students enrolled. Its population

consists of 82.8% high needs students and 59.4% economically disadvantaged (DESE, 2019).

Salemwood is a very diverse school, ELLs make up 42.1% of the student population and 72.1%

of students’ first language is not English. Enrollment by ethnicity includes 20.3% African

American, 14.4% Asian, 38.4% Hispanic, 23.2% Caucasian, and 2.7% multi-race, non-Hispanic.

Students who receive special education services consist of 9.3% of the student population

(DESE, 2019).

The faculty at Salemwood consists of 84 teachers, primarily females. Twenty faculty

members were given a teacher questionnaire to voluntarily complete for this research, and are

female teachers in Grades K through 4 who teach all subjects, as well as 3 exploratory teachers.

Twelve questionnaires were completed and returned. The teachers chosen to participate have a

wide range of experience in the elementary classroom, from 1 year to over 15 years, and will

provide valuable results for this study. All teachers are licensed, possessing either an Early

Childhood License, or Elementary License, or they are licensed by subject. 

Procedure

Prior to collecting data, the researcher obtained written consent from the principal at

Salemwood School to administer teacher questionnaires. A copy of the consent form was

delivered to the principal by email (see Appendix A). Teachers who participated in this research

received a questionnaire by the researcher by email (see Appendix B). Participation in this
 15

research was on a voluntary basis, which was stated at the top of the teacher questionnaire.

Completing a questionnaire implies that the teacher consented to the study. 

There were a few challenges that interfered with this research. The first challenge was

collecting an adequate number of completed questionnaires. Another challenge was collecting

completed questionnaires in a timely manner. Since the school year has concluded, teachers do

not check their school email as frequently, which resulted in getting questionnaires returned later

than anticipated. Consent was received later than expected which resulted in minimal

participation from teachers due to receiving the questionnaire later than anticipated.

Data Collection

Teacher Questionnaire

The first method of data collection was a questionnaire that was distributed online. By

using a questionnaire, the researcher was able to gather information from a larger sample in a

shorter period of time.  The questionnaire was distributed to teachers of Kindergarten, Grade 1,

Grade 2, Grade 3, and Grade 4. The questionnaire was also sent to exploratory teachers.

Participants were able to take more time to think about their responses for open ended questions

which provided the researcher with more detailed information. By using google forms,

participants were given the option to answer questions anonymously. The questionnaire

included questions, such as; What types of negative and positive behavior are exhibited in your

classroom? What classroom management strategies have you used successfully in reducing

behavior problems? How do you establish strong expectations with your students regarding

behavior? How do you maintain a high level of engagement in your classroom? The

questionnaire was distributed to two kindergarten teachers, five Grade 1 teachers, five Grade 2
 16

teachers, five Grade 3 teachers, one Grade 4 teacher, and two exploratory teachers. A total of 20

online teacher questionnaires were distributed. 

Interviews

The second method, had there been time, would have been to interview different

classroom teachers. Much like a questionnaire, an interview allows the researcher to get direct

feedback from participants. Interviews allow for follow up questions, unlike questionnaires.

While this method is more time consuming than other methods, it would have resulted in detailed

responses. The researcher would have interviewed 1 teacher from Kindergarten, Grade 2, and

Grade 4. The teachers who would have been interviewed would not have been participants in the

teacher questionnaires. The researcher would have developed and utilized an interview protocol.

Some sample questions would have included; How do you reduce problem behaviors in your

classroom? What is your preferred strategy to motivate students in your classroom? How are

your classroom management strategies effective in reducing student behaviors? The researcher

would have also interviewed one administrator to gather data on what classroom management

strategies are expected to be implemented into the classroom. Some sample questions would

have included; What classroom management strategies do you expect teachers to use in the

classroom? When you observe a classroom teacher, what strategies have you seen to be effective

in reducing problem behaviors? How do you expect teachers to effectively manage a classroom

environment that facilitates learning? 

Classroom Observation

The third method, had there been time, would have been to observe two different

classrooms. The researcher would have been a passive observer to see firsthand how behavior

problems are dealt with and avoided in the classroom setting. By focusing on child behaviors,
 17

the observer would have gathered information on the effectiveness of different classroom

management strategies being used. The researcher would have developed and utilized an

observation checklist to record the observation and list strategies as they are observed. The

researcher would have observed a first grade classroom and a third grade classroom. The

teachers whose classrooms who would have been observed would not have been participants in

the teacher questionnaires. 

Discussion and Findings

The researcher distributed and received a signed consent form from the school principal. 

A total of 20 questionnaires were distributed on July 9, 2020.  A total of 12 completed

questionnaires were received, representing a 60% response rate.  The researcher sought the

expertise of teachers of varying experience levels to gain a variety of perspectives and methods. 

The data collected from the teacher questionnaires was analyzed to determine classroom

management strategies that were effective in reducing student behaviors exhibited in the

classroom.  The information obtained on classroom management included a variety of effective

and ineffective strategies, as well as different behaviors present in the early elementary

classroom.  Additionally, the researcher compiled a list of the effective strategies that the

teachers employed to reduce or prevent problem behaviors. 

The initial part of the questionnaire was to determine the level of experience and grade

levels taught by participants.  Of all the participants, 41.6% had 4-5 years of experience in the

classroom, 25% had 2-3 years of experience, 25% had 6-9 years of experience, and 8% had 15 or

more years of experience in the classroom.  Grade levels taught by participants ranged from

Kindergarten to Grade 4, and included K-4 exploratory. Teacher A has been teaching Grade 1

for over 15 years.  When asked how frequently student disruptions occur in her classroom, she
 18

stated “Averaging over 17 years, probably 5 to 10 times a day, ranging from minor disruptions to

major disruptions.”  When asked what impact the negative behavior has on her and her students,

she stated “The impact it has on other students is loss of learning, loss of individualized time

with teachers, and loss of specialized services such as title one or ELL services.”  Many

participants recognized a loss of instructional time due to undesirable behaviors in the classroom.

Teacher B is a Kindergarten teacher who has been teaching for 6-9 years.  When asked

how frequently disruptions occur in her classroom she declared, “every 2-3 minutes at the

beginning of the year, towards the middle/end maybe every 5-10 minutes (depends on the

year).”  When asked about the impact negative behavior has on her and her students, she stated

“It can change the whole atmosphere of the classroom and the level of focus for all students and

adults.”  Teacher C has been teaching for 6-9 years and is currently a Grade 3 teacher. When

asked how frequently disruptions occur in her classroom she stated, “I have had certain years

with multiple student disruptions each day (students have had to evacuate the classroom in some

circumstances). I have also had years with few major student disruptions or more frequent

disruptions that were minor.” Negative behaviors can be more severe and result in teachers

evacuating their classrooms to keep other students safe and unfortunately this can have a severe

impact on student learning. When asked about the impact negative behavior has on her and her

students she stated, “When a student is unable to effectively manage an emotion and displays

negative or unsafe behavior it can be extremely challenging to maintain order in the classroom.

Oftentimes, instruction needs to stop in order to manage the situation, which leads to less

instruction time.” Teacher C also commented that negative behaviors can have an impact on

other students who typically don’t act out, they may begin to mimic similar behaviors in order to

seek attention.
 19

Question 4 addressed the types of negative and positive behaviors exhibited in the

classroom.  Among all the participants' answers, the most frequently seen positive behaviors

were students following directions, rules, routines, and expectations, students helping others, and

students being respectful of adults and students.  Among all the participants' answers, the most

frequently seen negative behaviors included non-compliance and students being disrespectful

towards adults and other students.  A common theme of work ethic emerged for both positive

and negative behaviors.  Positive behaviors included completing work, determination, staying on

task, perseverance, participation, and collaboration.  Negative behaviors included work refusal,

not completing work, and avoidance. See Appendix C for participant’s responses.

There were many similarities found among participant responses when asked the

following questions; (1) In what ways do you incorporate rules within your classroom? (2) How

do you establish strong expectations with your students regarding behavior?  Almost all

participants pointed out the importance of involving students in the process at the beginning of

the school year.  Teacher C offered, “we talk about the kind of classroom environment we want

to create and consequences that should happen when students fail to follow the contract. This

helps students gain ownership of their classroom.” According to the participants, rules and

expectations should ideally be created as a class in positive and clear language, and need to be

modeled and practiced together.  Participants also advised displaying the rules and expectations

where all students can access it if needed and leaving it up all year long.  Participants

emphasized the importance of reviewing rules and expectations regularly, and referencing them

often.  Reminding students of rewards and consequences for their actions and behavior was also

frequently advised.  Positive reinforcement of desired behaviors and holding students

accountable were also advised.  

 20

Question 7 addressed strategies that have been effective in reducing negative student

behaviors exhibited in the classroom.  See Appendix D for participants’ responses. The most

frequently mentioned strategy was the incorporation of Class Dojo.  Class dojo is an app that can

be downloaded to a cell phone or opened on an internet browser.  The app allows teachers to

communicate with families, track behavior, and motivate and engage students.  Students can earn

points for positive behaviors and lose points for less desirable behaviors.  Many participants also

identified the PBIS model and strategies to be effective.  Behavior charts and clip charts were

also identified as an effective strategy, along with clearly stated expectations.  Almost all

participants mentioned some form of an incentive as an effective method in reducing negative

behaviors.  Both individual and whole-class incentives were listed, including prizes, sticker

charts, tickets, and more.  Teacher B suggested using the 5 F’s in the classroom, “Firm, fair,

flexible, friendly, and fun.”  A major theme among participants was the use of some form of a

break from learning.  Breaks mentioned included movement breaks, brain breaks, a calm down

corner or quiet spot, and a teacher buddy where a student is sent on an errand to a familiar

teacher.  Recognizing when a student, or the whole class, needs a break can be effective in

preventing undesirable behaviors.  

Question 9 addressed previously implemented strategies that turned out to be ineffective,

as well as the teachers’ perspective on why they were ineffective. When asked about classroom

management strategies that she has tried in the past that turned out to be ineffective, Teacher B

stated “Being inconsistent, not following through with the expectations that are in place, being

too flexible at times.” A theme that emerged among ineffective strategies was teacher

interactions with students, whether it be their tone, attitude, or behavior. 64% of participants

recognized ineffective ways of interacting with students including yelling or using harsh tones,
 21

losing patience, being too hard on students or being too flexible, and either ignoring or focusing

too heavily on negative behaviors. The manner in which teachers interact with their students has

a major impact on student behavior. Teacher A declared that, “The key to positive behavior

management programs is creating something that is easy to follow and does not take too much

time to implement.”

Question 14 required participants to use a Likert scale to determine the usefulness of

different classroom management strategies. Building strong relationships was deemed extremely

useful by 83% of participants, while the rest believed it was a useful strategy. 75% of

participants identified brain breaks as an extremely useful strategy, while 25% of participants

believed it was a useful strategy. 66% of participants identified nonverbal requests and hand

signals as an extremely useful strategy, while 33% of participants believed it was a useful

strategy. 66% of participants identified giving reminders as an extremely useful strategy, while

33% of participants believed it was a useful strategy.  66% of participants identified behavior

specific praise as an extremely useful strategy, while 33% of participants believed it was a useful

strategy.  Although behavior charts and clip charts were proposed as an effective classroom

management strategy by many participants, 50% of participants identified it as neutral, 41%

identified it as useful and only 1% of participants claimed it was an extremely useful strategy.

Incentives were also frequently mentioned in participant responses and 50% of participants

identified it as an extremely useful strategy and the other 50% of participants claimed that it was

a useful strategy. 

Question 10 addressed how teachers build positive relationships with students. 45% of

participants emphasized the importance of showing students that they care and are interested in

them. Teacher A stated that she builds strong relationships with students by “letting them know
 22

and telling them often how much I love them and care for them and respect them.” She also

added, “I will always be in their corner and help them when needed.” Many participants also

emphasized the importance of learning students' likes and dislikes to help build a strong

relationship. Building trust was also acknowledged by participants as imperative for building

relationships. Participants also relayed that having class meetings and discussions leads to

stronger relationships through building a safe environment and classroom community. This

question highlighted the importance of learning about students, their families and interests, by

asking questions and listening to what they have to say. 

Question 15 also required participants to use a Likert scale to determine the importance

of incorporating different methods in a classroom. 100% of participants indicated that it is

extremely important for teachers to possess strong classroom management skills. 91% of

participants indicated that it is extremely important to incorporate social emotional lessons and

activities, while 8% remained neutral. 91% of participants indicated that it is extremely

important to establish strong routines and procedures while 8% indicated it was important. No

participants claimed strong routines and procedures are not important in the classroom. 91% of

participants indicated that it is extremely important to maintain consistency in discipline, while

8% identified it as important. No participants claimed consistency is not important in the

classroom. When participants were asked what happens when there is a lack of consistency in

classroom management, they indicated that negative behaviors increase. 27% of participants

stated that “chaos” ensues as a result of no consistency in a classroom. It was also mentioned

that students will be less productive and there will be a lack of learning. Teacher A stated,

“When teachers lack the consistency and predictable routines, the students struggle much more

than they need to.” Teacher C added that, “A lack of consistency leads to a breakdown in
 23

classroom management.” Consistency is a key component of any classroom management

strategy. 

It was determined in question 17 that 91% of participants indicated that it is extremely

important to maintain a high level of engagement with students, while 8% indicated it was

important. No participants claimed engagement was not important in the classroom. Question

11 addressed how teachers maintain a high level of engagement in the classroom. See Appendix

E for participants’ responses. Participants indicated that movement breaks and incorporating

movement into lessons helps keep students engaged. Interactive and hands-on learning was also

identified as a successful means of engaging students. Participants also identified collaboration

to be effective in engaging students, specifically through turn and talks. Participants provided

various strategies to engage students such as incorporating technology, adding visual and

auditory input, singing, dancing, and incorporating humor. Teacher C stated that she maintains

engagement “through offering learning experiences in multiple ways. I like to utilize different

strategies or ways of teaching that are appealing to the various learner types in my classroom.

Additionally, letting students take ownership of their learning increases engagement.” 

The findings of this study demonstrate the variety of behaviors exhibited in a classroom

setting, as well as the various strategies used to effectively manage an early elementary

classroom. Consistency was frequently mentioned in the responses and appears to have a major

impact on classroom environments. Teachers should be consistent with routines and procedures,

so students are clear on their expectations. The power of building strong relationships with

students also has a major impact on the classroom environment. Showing students that their

teachers care about them and listen to them helps to build trust, thus forming strong bonds.

Maintaining high levels of engagement also deters student disruptions and can be achieved
 24

through multiple means that reach multiple learning styles. Incorporating breaks throughout the

day was also determined to be an effective strategy. Displaying classroom rules and

expectations for students to see, as well as frequently reviewing or referencing them, also proved

to be an effective classroom management strategy for reducing behavior problems.  Possessing

strong classroom management skills is the key to a smoothly run classroom.

Implications and Future Research

As a result of the study, the researcher has a better understanding of what classroom

management strategies teachers use in their classroom.  The study has also illustrated similarities

and differences among behaviors exhibited in classrooms.  This type of research would enhance

the learning environment of any classroom.  The researcher will share the study with

administration for their consideration and use.  Administration might use the information

gathered in this research to reflect on the current program set in place, PBIS. 

Based on the findings of this study, future research could investigate the impact of

student relationships and academic success. Researchers could look at how teachers establish

and maintain strong relationships throughout the school year with their students. They could

also analyze how a student behaves in a classroom where they have a strong relationship with the

teacher and compare it to how they acted or act when they don’t have a strong relationship with

their teachers. Further research could be done to analyze the amount of negative behaviors

exhibited in a classroom where there are strong teacher student relationships. More research

could be done on the importance of consistency in a classroom setting, with regards to routines,

expectations, rewards, and consequences. Additional research would benefit understanding why

specific strategies are more successful than other methods. 

 25

Due to the short time period for the study, two other data collection methods would have

been conducted, including interviews and classroom observations. Additional classroom

teachers would have been involved and the researcher would have more data to analyze and

provide a better understanding of classroom management strategies implemented in the early

elementary classroom. A difficulty of obtaining consent from the district limited the number of

returned questionnaires, as participants had only one day to submit their responses. Also, as it is

summer, many teachers do not check their emails as frequently, thus many teachers may not

have seen the questionnaire. 

References

Collier-Meek, M. A., Johnson, A. H., Riverside, L. H., Minami, T., (2019). Identifying critical

components of classroom management implementation. School Psychology Review,

48(4), 348-361. https://doi.org/10.17105/SPR-2018-0026.V48-4.

Fitzgerald Leahy, L. R., Miller, F. G.; Schardt, A. A., (2018). Effects of teacher-directed

opportunities to respond on student behavioral outcomes: A quantitative synthesis of

single-case design research. Journal of Behavioral Education, 28(1), 78-106.

https://doi.org/10.1007/s10864-018-9307-x.

Floress, M. T., Beschta, S. L., Meyer, K. L., Reinke, W. M., (2017). Praise research trends and

future directions: Characteristics and teacher training. Behavioral Disorders, 43(1).

227-243. https://doi.org/10.1177/0198742917704648

Floress, M. T., Jenkins, L. N., Reinke, W. M., McKown, L., (2018). General education

teachers’ natural rates of praise: A preliminary investigation. Behavior Disorders,

43(4). 411-422. https://doi.org/10.1177/0198742917709472

Gage, N. A., Scott, T., Hirn, R., MacSuga-Gage, A. S, (2018). The relationship between
 26

teachers’ implementation of classroom management practices and student behavior in

elementary school. Behavioral Disorders, 43(2), 302-315.

https://doi.org/10.1177/0198742917714809.

Gage, N. A., & MacSuga-Gage, A. S. (2017). Salient classroom management skills: Finding the

most effective skills to increase student engagement and decrease disruptions. Report on

Emotional and Behavioral Disorders in Youth. 17(1): 13-18.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6345407/

Markelz, A. M., Taylor, J. C., (2016). Effects of teacher praise on attending behaviors and

academic achievement of students with emotional and behavioral disabilities.

(EJ1127753). ERIC.

Markelz, A. M., Taylor, J. C., Kitchen, T., Riccomini, Paul. J., Scheeler, M. C., McNaughton, D.

B., (2019). Effects of tactile prompting and self-monitoring on teachers’ use of

behavior-specific praise. Exceptional Children, 85(4), 471-489.

 https://doi.org/10.1177/0014402919846500.

Markelz, A. M., & Riden, B. S., (2019). Using apple watch to increase behavior specific praise

and promote a positive learning environment. (EJ1231815). ERIC.

Massachusetts Department of Elementary and Secondary Education. (2019). School and district

profiles: Salemwood.

http://profiles.doe.mass.edu/profiles/teacher.aspx?orgcode=01650057&orgtypecode=6&

Owens, J. S., Holdaway, Alex. S., Smith, J., Evans, S. W., Himawan, L. K., Coles, E. K., Girio-

Herrera, E., Mixon, C. S., Egan, T. E., Dawson, A. E., (2017). Rates of common

classroom behavior management strategies and their associations with challenging

 27

student behavior in elementary school. Journal of Emotional and Behavioral Disorders,

26(3). 156-169.  https://doi.org/10.1177/1063426617712501.

Quinn, L. (2017). Teachers’ perspectives on classroom management: Confidence, strategies and

professional development. (EJ1240273). ERIC.

Reinke, W. M., Herman, K. C., Dong, N., (2018). The incredible years teacher classroom

management program: Outcomes from a group randomized trial. Prevention Science,

19. 1043-1054. https://doi.org/10.1007/s11121-018-0932-3

Robinson, T., (2019). Improving classroom management issues through your carefully

chosen approaches and prompts. General Music Today, 32(3), 20-22.

 https://doi.org/10.1177/1048371318812440  

Schafer, N. J., Barker, K. S., (2018). Responsive classroom management: Empowering students

and teachers in urban schools. (EJ1195957). ERIC.

Sieberer-Nagler, K. (2016). Effective classroom-management & positive teaching. English

Language Teaching, 9(1), 163-172. http://dx.doi.org/10.5539/elt.v9n1p163.

U.S. Census Bureau. (n.d.) Quick Facts, Malden. U.S. Department of Commerce.

https://www.census.gov/quickfacts/fact/table/maldencitymassachusetts/PST045219
 28

Appendix A
June 22, 2020
 
Ms. Van Huynh
Principal, Salemwood School
529 Salem St
Malden, MA 02148 
 
Dear Ms. Huynh:

I am currently pursuing a Master’s of Education degree at Framingham State University. As part

of my Research and Evaluation course, I have the opportunity to conduct research on effective
classroom management strategies teachers use to reduce problem behaviors in the classroom. I
hope to be able to utilize the insights gained through this research to inform my own teaching
practices and improve my classroom management in the future. 

To conduct this research, I will administer questionnaires to 20 classroom teachers of Grades K

through 4 and exploratory, to obtain information about their use of classroom management
strategies in their own classrooms. I will analyze and discuss the information gathered in my
final research paper. Participants’ names will not be used at any point during the collection in
this study or the final paper. Participants can withdraw from the study at any time. You are
welcome to read the final paper upon its completion.

I respectfully request your written permission to include teachers in my research. If you have any
questions or concerns that you wish to discuss, please contact me at mwilson@maldenps.org or
at 339-224-1467. 

Your signature below indicates that you have read the above information and grant permission
for me to carry out this research and use it in my final paper, along with the participants’ consent.
Please sign and return this consent form to me via email or mail. 

Sincerely, 
 
 

Maria Wilson
Grade 2 Teacher
Salemwood School
 

I grant permission for Maria Wilson to conduct research in the form of teacher questionnaires
and for the use of the results of this research in her final paper. 

 
_____________________________________ ______________________
Ms. Van Huynh, Principal Date
 29

Appendix B

Teacher Questionnaire 
Dear Salemwood School teachers,
Thank you for your participation in my research project. Please answer the following questions
on classroom management strategies in your classroom. I realize the school year has come to an
end and I greatly appreciate your taking the time to help in this collection of data for this
important study. The research question is: What classroom management strategies can teachers
use to reduce student behavior problems and improve classroom management in the early
elementary school classroom?

1. What grade level do you teach? (multiple choice)

 
a.       Kindergarten
b.      Grade 1
c.       Grade 2
d.      Grade 3
e. Grade 4
f. K-4 Exploratory

2. What grade levels have you taught in the past? 

3. How many years of experience do you have teaching in a classroom?

a.       1 year 
b.      2-3 years 
c.       4-5 years 
d.      6-9 years 
e.       10–14 years
f.        15 or more years 
4. What types of negative and positive behavior are exhibited in your classroom?

5. How frequently do student disruptions occur in your classroom?

6. How challenging is keeping order in your classroom when a student exhibits behavior
issues? What impact does that behavior have on you and your students?
 30

7. What classroom management strategies have you used successfully in reducing behavior
problems? Please list 4-5 strategies that you have used successfully. 
a. __________________________________
b. __________________________________
c. __________________________________
d. __________________________________
e. __________________________________

8. How do you establish strong expectations with your students regarding behavior? 

9. What are some classroom management strategies that you have tried in the past that
turned out to be ineffective? Why do you think the strategies were ineffective? 
 

10. How do you build positive relationships with your students? 

11. How do you maintain a high level of engagement in your classroom? 

12. From your perspective, what happens when there is a lack of consistency in classroom
management?

13. In what ways do you incorporate rules within your classroom? 

 

 
 31

14. Use the following scale to respond to the next few questions about the usefulness of
different classroom management strategies: 

a: not useful at all

b: neutral
c: useful
d: extremely useful
 
How useful is it to build strong relationships with students?  __________
How useful are incentives in your classroom? __________
How useful is behavior specific praise in your classroom?   __________
How useful are behavior clip charts/color cards in reducing or preventing behavior
issues?   __________
How useful are behavior contracts in preventing behavior issues?  __________
How useful is incorporating humor into the classroom? __________
How useful are brain breaks? __________
How useful are nonverbal requests/hand signals? __________
How useful are classroom jobs? __________
How useful is it to change seats throughout the year? _________
How useful are class callbacks in terms of regaining students’ attention? __________
How useful are reminders? __________
How useful is redirection of negative behaviors? __________
How useful are classroom awards? __________

15. Use the following scale to answer the next few questions: 

a: not important at all

b: neutral
c: important
d: extremely important

How important is it to have strong classroom management skills? __________

How important is positive reinforcement in a classroom? __________
How important is student motivation in the classroom? __________
How important is it to maintain a high level of engagement with students? __________
How important is it to maintain consistency in discipline?  __________
How important is it to establish and sustain strong transitions? __________
How important is it to build a strong classroom community? __________
How important is it to be prepared every day? __________
How important is it to maintain an organized classroom? __________
How important is it to incorporate social emotional lessons and activities? __________
How important is it to establish strong routines and procedures? __________
 32

16. Is there any other additional information you can provide that will assist me as a
researcher in answering the research question: What classroom management strategies
can teachers use to reduce student behavior problems and improve classroom
management in the early elementary school classroom?
 
 
Thank you very much for your time and cooperation in completing this questionnaire on
classroom management strategies. Your responses are valuable to my research. Thank you for
your time and support, have a wonderful summer!
 33

Appendix C

Teacher Positive Behaviors Exhibited  Negative Behaviors Exhibited

1
Following a daily routine Defiance, non-compliance

2 Sharing, being kind to others, befriending new Lack of sharing and talking over other
students, helping to teach new students routines, students, forms of bullying, bolting,
being open to having conversations when they aggression. 
have hurt someone else and apologizing

3 work together, cheer each other on, help students Students not wanting to participate in a
with different skill sets  certain activity, being disrespectful to
students if they do not have the same
level skill set as them. 

4 setting an example and doing what is asked of students shutting down and refusing to
them during the school day.  do work. 

5 -staying on task -off task

-helping others -talking 
-participating -being disrespectful
-raising hand
-working hard
-following directions

6 following directions, being a good friend, hitting, fighting, name calling, pushing,
following the class rules, sharing not sharing, ignoring directions, and
more!

7 Good listening, respectful of other teachers and Defiance, yelling out, physical
students, thoughtful and respectful.  destruction of classroom materials,
inability to be kind and respectful to
other students, refusal to follow
classroom rules.

8 Manners, patience, respect, kindness Aggression, avoidance, disrespect

9 following classroom expectations and the not following classroom expectations

completion of work.  such as not being kind to each other,
not completing work, not keeping your
hands to yourself, interrupting the
teacher, and not respecting classroom
materials.

10 setting an example and doing what is asked of students shutting down and refusing to
 34

them during the school day.  do work. 

11 empathy, caring, work ethic violence, impulsivity, verbal abuse

12 * Students identifying big emotions and * Inability to effectively manage

applying coping strategies  emotions:
* Students persevering through difficult - Student acts out verbally or physically
situations (academic/social/emotional) - Student shuts down
* Students working together to solve problems - Student leaves classroom
* Students helping others - Unsafe behavior
* Students genuinely being happy for one - Disruptive behavior
another and wanting their peers to succeed * Lack of motivation
* Lack of problem-solving skills
* Difficulty working with
partners/groups

Appendix D
 35

Teacher  What classroom management strategies have you used successfully in reducing behavior
problems? Please list 4-5 strategies that you have used successfully.

1 PBIS strategies are helpful, ignore the behavior, find interests of the student and
incorporate those into the lessons (if the student loves dinosaurs but dislikes math, work
dinosaurs into math work), charts to track behavior

2 Classdojo, movement breaks, calm down corner, morning feelings check in, sharkbait

3 I send students to the “quiet center” in the gym to calm down and reflect on what they
did 
I talk them through it and use de-escalation 
If they are acting out I have them sit out for a few minutes and then rejoin the group
when ready

4 Class dojo 
Setting rules so they can see
Parent contact if needed
PBIS model 

5 -I have a giant Kerplunk to increase positive behavior in the classroom. Whenever I

catch the class displaying positive behavior, I have a student pull a stick. When all the
balls fall to the bottom the whole class gets a prize like extra recess, movie day, bring a
toy to school etc. 

-I use Class Dojo to award points to individual students or the entire class. I also can
take points away if a student is displaying negative behavior. The students can "cash in"
their points monthly to receive a prize.

-Keeping students engaged to minimize disruptions. 

-I added movement to allow my students to release their pent-up energy.  I choose a

weekly movement leader who leads the class in movements throughout the day.

6 clip charts, sticker charts, shark bait, prize basket, extra choice time/reward systems. 

7 1. Creating strong classroom rules that are created by the classroom as a whole. And
having students sign off on these rules and expectations so that they are the
stakeholders.

2. The use of color-coded behavior management systems where students can visually
see their behavior and also be accountable if they have to change or clip down to
another color. But with very clear expectations that if they work hard, they can click or
change back to a positive color.

3. If the classroom color-coded behavior system does not work, then the use of
 36

personalized behavior management charts and contracts. One that the student and
teacher have created together and that the child is personally invested in.

4. Creating strong and everlasting relationships with all of my students. This is one of
the most important tips for creating a positive Classroom atmosphere. 

5. Continuously using the expectations that have been set forth as well as following
through on consequences. Predictable routines and consistent routines will help all
students in the classroom.

8 PBIS
Clearly stated expectations
Positive classroom culture
Class Dojo
Student incentives

9 The classroom management strategies that I have used that have been successful in
reducing behavior are the use of Class Dojo, parent communication, clear expectations,
brain breaks, and positive reinforcement.

10 Class dojo, Setting rules so they can see, Parent contact if needed, PBIS model 

11 -taking a break
-reward system
-teacher buddy (sending the kid on an errand to another teacher that they have a good
relationship with)
-positive reinforcement

12 * Positive reinforcement when a student is showing a positive behavior

* Short breaks (to stretch, dance, chat, etc.)
* Offering options (when applicable)
* Texts/Pictures sent to family members
* Post-it notes to students
* Incentives (Class Dojo points, stickers, pencils, etc.)

Appendix E
 37

Teacher  How do you maintain a high level of engagement in your classroom?

1 Keep it moving, students often cannot not focus or take in more than 10-15 min of info
at a time. Give them chances to digest and move on, then circle back and review those
topics 

2 Movement breaks, high interest and often background knowledge topics

3 We always have a routine so all the students know the expectations when they walk in
the gym. After the routine there is a short lesson on the activity then we get right into
the game. 

4 Asking the students what they want to see or do is a key component in my class. If they
get a choice then they feel like they’re deciding but in reality it is me who is in control. 

5 I maintain a high level of engagement in my classroom by incorporating movement,

hands-on learning, teach with technology, and providing frequent and effective
feedback.

6 Change it up, find things/topics that they are interested in, sing, dance, take movement 
breaks, keep them on their toes!

7 Positive praise, daily reference back to classroom rules and expectations, modeling
appropriate behavior, praising positive behavior, use of positive reinforcement, praise
for students trying really hard. 

8 Fun activities and that apply to multiple levels of learning

9 Maintaining a high level of engagement is crucial to having productive learning in your

classroom. Some ways I maintain a high level of engagement are interactive learning,
turn and talks, group work, humor,  and use of manipulatives, technology, and
movement throughout my lessons.

10 Asking the students what they want to see or do is a key component in my class. If they
get a choice then they feel like they’re deciding but in reality it is me who is in control. 

11 -hands on activities
-lots of visual and auditory input
-group and partner work

12 I try to maintain a high level of engagement through offering learning experiences in

multiple ways. I like to utilize different strategies or ways of teaching that are appealing
to the various learner types in my classroom. Additionally, letting students take
ownership of their learning increases engagement. For example, when students have the
ability to explain their work/thinking to their peers, I tend to see students work harder
and have more fun.