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0
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ISSN: 2582-8169

“Classroom Management Strategies and Their Influence on Student Social Behavior”

1
Ms. Madhu Kumari, Assistant Professor
Department of Education, RKDF University Ranchi
2
Dr. Santanu Biswas, Associate Professor& Head,
Department of Education, RKDF University, Ranchi

Received: 12th February 2024; Revised: 03rd March, 2024 Accepted: 13th May 2024 2024
Abstract:
This study investigated the impact of various classroom management strategies on student social
behavior, employing thematic analysis to analyze qualitative data from teacher interviews and
observations. The research aimed to identify which management techniques were most effective in
promoting positive social interactions and reducing disruptive behavior. Key findings revealed that
strategies
tegies such as setting clear expectations, using positive reinforcement, and integrating Social-
Social
Emotional Learning (SEL) were instrumental in enhancing students' social skills and fostering a
supportive classroom environment. Additionally, the study highli
highlighted
ghted the importance of ongoing
professional development for teachers, with interactive workshops, coaching, and peer collaboration
proving to be valuable in improving classroom management practices. The insights gained from this
study offer practical recommendations
mmendations for educators to create more effective and harmonious
learning environments, ultimately contributing to better student behavior and academic outcomes.

Keywords: Classroom Management Strategies, Student Social Behavior, Positive

Reinforcement, Social-Emotional
Emotional Learning (SEL), P
Professional Development.

I. INTRODUCTION
Classroom management is a critical Students can thrive socially and
component of effective teaching, with academically. According to Marzano,
significant implications for student behavior Marzano, and Pickering (2003), effective
and academic success. Effective classroom classroom management is one of the most
management strategies are designed not crucial factors influencing student
only to maintain order but also to promote a achievement. Emmer and Sabornie (2015),
positive learning
arning environment where who highlight that well
well-managed
*Corresponding Author: Ms. Madhu classrooms provide a structured
Kumari environment that
hat fosters student
*Email: engagement and minimizes disruptive
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behavior, support this assertion. The and orderly learning environment, which is
influence of classroom management on a prerequisite for academic success and
student social behavior is particularly positive social behavior. Oliver echoes this
noteworthy. Evertson and Weinstein (2013) view and Reschly (2007),
), who point out
argue that classroom management goes those proactive classroom management
beyond maintaining discipline; it includes techniques can prevent the occurrence of
establishing norms, fostering positive behavioral issues, thereby creating a
relationships, and creating a community of conducive environment for learning and
learners. These aspects are essential for social interaction.
promoting pro-social
social behavior among Thus,, the interplay between classroom
students. Additionally, research by Wang, management strategies and student social
Haertel, and Walberg
erg (1994) suggests that behavior is complex and multifaceted.
classroom management practices Effective classroom management not only
significantly affect students' social and supports academic achievement but also
emotional development, which in turn plays a pivotal role in shaping students'
affects their academic performance. social behaviors and interactions. This
Moreover, the strategies employed by introduction sets the stage for a detailed
teachers can either enhance or hinder examination of various classroom
students' social interactions and management strategies and their impact on
relationships. For instance, positive student social behavior, drawing on a wide
reinforcement and consistent routines help range of scholarly perspectives to provide a
in developing students' social skills and comprehensive understanding of the topic.
reducing behavioral problems (Simonsen et [Link]
Background of the Study
al., 2008). On the contrary, punitive
The role of classroom management
mana
measures may lead to increasedd resistance
strategies in shaping student social behavior
and antisocial behavior among students
has garnered substantial attention in
(Bear, 2010). Thus, understanding the
educational research. Historically,
dynamics of classroom management is
classroom management was primarily
crucial for educators aiming to foster a
viewed as a means to control student
supportive and inclusive classroom
behavior and maintain order (Doyle, 1986).
environment. Further emphasizing the
However, contemporary
mporary perspectives
importance of thiss topic, Jones and Jones
emphasize the broader implications of
(2016) state that effective classroom
classroom management on students' social
management strategies contribute to a safe
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interactions and overall classroom climate. (2008) further highlight that structured
Evertson and Weinstein (2006) argue that classroom environments with consistent
effective classroom management is essential routines and expectations provide a secure
not only for minimizing disruptive
ruptive behavior setting where students can develop and
but also for fostering a positive and practice these crucial social skills. The
inclusive learning environment that influence of classroom management extends
supports social and emotional development. beyond individual student behavior to the
Research has shown that classroom overall classroom climate. Wang, Haertel,
management practices are integral to and Walberg (1993) assert that a well-
well
promoting positive social behaviors among managed classroom sets the stage for a
students. For instance, Lewis, Romi, Katz, positive classroom climate, which is
and Qui (2008) found that strategies that characterized by mutual respect,
emphasize positive reinforcement, clear collaboration, and a sense of community.
expectations, and supportive teacher
teacher-student This positive climate is conducive to
relationships significantly reduce incidents learning and social interaction, as students
of antisocial behavior. This aligns with the feel safe and supported. Similarly, Jones
findings
ngs of Marzano, Marzano, and and Jones (2016) emphasize that proactive
Pickering (2003), who suggest that effective classroom management strategies, such as
management strategies can enhance student establishing clear rules and providing
engagement and cooperation, contributing consistent feedback, help in creating a
to a more harmonious classroom learning environment that encourages
e
environment. Moreover, classroom positive social behavior and academic
management strategies play a critical
critic role in success. Additionally, the cultural and
the development of students' social skills. contextual factors influencing classroom
According to Jennings and Greenberg management cannot be overlooked.
(2009), teachers who implement social-
social Weinstein, Tomlinson-Clarke,
Clarke, and Curran
emotional learning (SEL) programs within (2004) point out that culturally responsive
their classroom management framework classroom management practices are vital
create opportunities for students to practice for addressing the diverse social and
empathy,
athy, cooperation, and conflict behavioral needs of students in multicultural
resolution. These skills are essential for classrooms. By incorporating culturally
successful social interactions both within relevant strategies, teachers can foster an
and outside the classroom. Simonsen, inclusive environment that respects and
Fairbanks, Briesch, Myers, and Sugai values diversity, thereby promoting positive
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social interactions among students from gaps by identifying effective classroom

different backgrounds. The background of management strategies, examining their
this study underscores the multifaceted influence on student social behavior, and
impact of classroom management strategies determining the professional development
on student social behavior. Effective needs of teachers to optimize their
classroom management not only
on curtails classroom
m management practices.
disruptive behavior but also promotes [Link]
The Significance of the Study
positive social interactions, enhances social
The significance of the study lay in its
skills development, and contributes to a
contribution to understanding how various
supportive and inclusive classroom climate.
classroom management strategies
This study aims to delve deeper into these
influenced student social behavior. By
dynamics, exploring how various
examining the effectiveness of different
management strategies influence the social
management
ent approaches, the research
behavior of students and the overall
provided valuable insights into which
classroom environment.
strategies were most successful in fostering
[Link]
The Statement of the Problem
positive social interactions and minimizing
The challenge of managing classroom disruptive behaviors. This knowledge was
environments effectively to foster positive crucial for educators seeking to enhance
student behavior and social interactions classroom environments
ents and improve
remains
mains a critical issue in education, student outcomes. The study highlighted the
particularly in self-financed
financed [Link] colleges. importance of specific practices, such as
While numerous studies have examined positive reinforcement and structured
classroom management strategies, there is a routines, in shaping students' social
lack of comprehensive understanding behavior and offered practical
regarding which specific strategies are most recommendations for implementing
effective in promoting positive social effective management
agement techniques.
behaviors and minimizing disruptive ones. Ultimately, the findings aimed to inform
Additionally, the professional development educational practices and support teachers
needs of teachers to enhance their in creating more conducive learning
classroom management skills and better environments that promote both academic
support students' social and emotional success and positive social development
development have not been adequ
adequately among students.
explored. This study seeks to address these [Link]
The Research Questio
Questions
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RQ1: Which classroom management frequency of disruptive student behavior. In

strategies are most effective in minimizing addition, overall, teachers
rs demonstrated low
disruptive behavior? rates of appropriate responses to disruptive
RQ2: What is the effect of different behavior. Notably, appropriate responses to
classroom management strategies on the disruptive behavior had the strongest
development
ment of students' social behavior
behavior? association with total rates of disruptive and
RQ3: What types of professional on-task
task behaviors. The implications of these
development programs or resources do findings for teacher
her training are discussed.
teachers find most effective for improving Herman, K. C., Reinke, W. M., Dong, N.,
their classroom management skills? & Bradshaw, C. P. (2022). Can effective
[Link]
The Objectives of the Study classroom behavior management increase
student achievement in middle school?
O1: To determine classroom management
Findings from a group randomized
strategies are most effective in promoting
trial. Journal of Educational
positive student behavior and m
minimizing
Psychology, 114(1), 144. Main effects on
disruptive behavior.
the English achievement test scores were
O2: To find out how different classroom
partially mediated by student improvements
management strategies influence students'
in observed time-on-task.
task. Practical
social behaviors.
significance of the findings and implications
O 3: To determine the professional
for schools and policymakers are discussed.
development needs teachers to enhance
(PsycInfo Database
abase Record (c) 2022 APA,
their classroom management skills.
all rights reserved)
2. The Review of Related Literature
Chen, S. Y., Lindo, N. A., Blalock, S.,
Zoromski, A., Evans, S. W., Owens, J. S., Yousef, D., Smith, L., & Hurt-Avila,
Hurt K.
Holdaway, A., & Royo Romero, A. S. (2021). Teachers’ perceptions of teacher–
teacher
(2021). Middle school teachers’ perceptions child relationships, student behavior, and
and use of classroom management strategies classroom management. Journal of
and associations with student Educational Research and Practice
Practice, 11(1),
behavior. Journal of emotional and 11. Children’s relationships with their
behavioral disorders, 29(4),
(4), 199-212.
199 The teachers are a potential resource for
results indicated that there was wide enhancing developmental and academic
variability in teachers’ use of CBM outcomes. The effects of positive or
strategies, their perceptions of the negative teacher–child
child relationships can be
effectiveness of CBM strategies, and the either beneficial or detrimen
detrimental to students’
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academic progress, behaviors, and of the school year. One mathematics lesson
emotions. In the current study, we utilized a in each classroom was videotaped to assess
qualitative research design to examine 18 the teachers’ classroom management
pre-kindergarten to fourth-grade
grade teachers’ practices. Multilevel structural equation
perceptions of teacher–child
child relationships, models revealed a positive relationship
student behavior, and classroom between student social behavior and their
management. Analysis of in
in-depth social acceptance in the peer group.
interviews yielded five major themes: (a) Contrary to expectations, teachers’ attitudes
beliefs in children, (b) teaching strategies, toward inclusion did not predict their
(c) acknowledging individual differences, classroom management practices (i.e.,
(d) challenges, and (e) relationships. implementation
ementation of clear rules and successful
Findings of this study have the potential to time management). As hypothesized,
inform in-service
service training regarding teachers’ classroom management predicted
relationship-building
building skills and attending to the level of social acceptance in the
children’s social-emotional
emotional development. classroom, whereas teachers’ attitudes
We discuss the limitations of the study, toward the inclusion of students with
implications for professional school special educational needss did not. The study
counselors, and recommendations for future results are discussed in light of previous
research. findings and implications for teacher
Garrote, A., Felder, F., Krähenmann, H., education are described.
Schnepel, S., Sermier Dessemontet, R., & Strelow, A. E., Dort, M., Schwinger, M.,
Moser Opitz, E. (2020, October). Social & Christiansen, H. (2020). Influences on
acceptance in inclusive classrooms: The pre-service
service teachers’ intention to use
role of teacher attitudes toward inclusion classroom
m management strategies for
and classroom management. In Frontiers in students with ADHD: A model
Education (Vol. 5, p. 582873). Frontiers analysis. International Journal of
Media SA. The social acceptance of a Educational Research, 103,
103 101627.
sample of 580 students in 34 inclusive Students with ADHD often feel mistreated
classrooms was assessed at the beginning at school, receive low grades, and can have
and the end of the school year. In addition, low socioeconomic statuses as adults.
student social behavior was rated by peers Evidenced-based
based classroom management
at the beginning of the school year. strategies (CMS) are effective in
Teachers (n = 34) were asked about their minimizing ADHD-related
related issues in
attitudes toward inclusion at the beginning schools, but have not found their way into
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practice. 1086 pre-service

service teachers resolution. Additionally, the professional
completed an online survey on direct development needs of teachers regarding
experiences, social influences, individual classroom management skills tailored
tail to
differences, attitude, and intention to use enhancing social behavior are not
CMS. We examined which variables mostly adequately addressed. This gap underscores
influenced the intention to use CMS. Pre-
Pre the need for a holistic exploration of how
service teachers’ attitude towards CMS was diverse classroom management strategies
the most important influencing factor, and influence students' social dynamics and the
knowledge most significantly influenced corresponding professional development
attitudes towards CMS. Attitude towards requirements for educators.
CMS need to be changed to increase the 2. Methodology of Study
probability pre-service
service teachers will use
In the study, thematic analysis was
effective CMS.
utilized as the methodology to examine
[Link] Gap
how various classroom management
Despite extensive research on classroom strategies influenced student social
management strategies and their effects on behavior. The analysis commenced with
academic performance, theree remains a a thorough review of the qualitative data
significant gap in understanding the gathered from teacher interviews and
nuanced impact of these strategies on observational notes. This initial step
student social behavior. Much of the involved familiarizing oneself with the
existing literature primarily focuses on data by reading through it repeatedly to
academic outcomes, often neglecting how gain a comprehensive understanding.
effective management can shape social The researcher then systematically
interactions, peer relationships, and overall coded the data,
ata, identifying significant
classroom climate. Furthermore, while segments that related to different
some studies highlight the importance of management strategies and their
social-emotional
emotional learning (SEL) within perceived effects on student behavior.
classroom management, there is a lack of These codes were subsequently grouped
comprehensive research that systematically into overarching themes, such as the
examines the direct correlation
orrelation between impact of consistent rule enforcement
specific management techniques and on sociall interactions and the role of
various aspects of student social behavior, positive reinforcement in fostering
such as empathy, cooperation, and conflict cooperative behavior. By organizing and
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interpreting these themes, the thematic behavior. Marzano, Marzano, and Pickering
analysis provided a detailed and (2003) indicated that recognizing and
nuanced picture of how specific rewarding appropriate behavior encouraged
management practices affected students' students to repeat those behaviors. This
social
al behavior and classroom approach involved providing verbal praise,
dynamics, revealing both effective tokens, or other rewards when students
strategies and areas needing further exhibited
hibited desired behaviors. In their study,
development. the use of positive reinforcement not only
improved students' adherence to classroom
Analysis and Interpretation rules but also fostered a more positive
Pertaining to Objective 1: classroom atmosphere, which reduced
O1: To determine classroom management instances of disruptive behavior.
strategies are most effective in promoting Proactive Classroom
m Management
positive student behavior and minimizing Proactive classroom management strategies,
disruptive behavior. such as implementing structured routines
. Clear Expectations and Rules and procedures, were shown to significantly
Research has consistently demonstrated that minimize disruptive behavior. Lewis, Romi,
establishing clear expectations and rules is a Katz, and Qui (2008) reported that
fundamental strategy in minimizing classrooms with well-established
established rout
routines
disruptive behavior. In their study, Emmer and preventive measures, such as scheduled
and Sabornie (2015) found that when transitions and organized physical space,
teachers set explicit behavior expectations experienced fewer disruptions. By
and consistently enforce them, students anticipating potential issues and addressing
were more likely to follow these guidelines, them before they escalated, teachers were
leading to a reduction in classroom able to maintain a more orderly learning
disruptions. By outlining specific rules and environment.
procedures,
edures, teachers create a structured Effective Classroom Organization
environment where students understand Effective classroom organization was
what is expected of them, thereby another crucial factor in reducing disruptive
decreasing ambiguity and potential behavior. According to Wong and Wong
misbehavior. (2009), a well-organized
organized classroom that
Positive Reinforcement included clearly defined areas for different
Positive reinforcement emerged as a highly activities and materials led to fewer
effective strategy for managing classroom
c behavioral problems. The researchers found
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that when students could easily access behavior included setting clear expectations,
resources and understood the layout of the using positive reinforcement, implementing
classroom, there was a decrease in off
off-task proactive management techniques,
behavior and disruptions. organizing the classroom efficiently,
Engaging Instructional Practices engaging students with varied instructional
Engaging and varied instructional practices practices, and fostering positive teacher-
teacher
played a significant role in minimizing student relationships. Each of these
disruptive behavior. Research by Wang, strategies contributed to creating a
Haertel, and Walberg (1994) highlighted conducive learning environment where
that lessons that actively involved students disruptions were less frequent and students
and catered to diverse learning styles were more focused
ed on their academic tasks.
resulted in higher levels of student Pertaining to Objective 2:
engagement and fewer disruptions. O2: To find out how different classroom
Teachers who incorporated interactive management strategies influence students'
activities, group work, and hands
hands-on social behaviors.
learning experiences were able to maintain Social-Emotional
Emotional Learning (SEL)
students' attention and reduce the likelihood Integration
of disruptive behavior. Integrating Social-Emotional
Emotional Learning
Building Positive Teacher-Student
Teacher (SEL) into classroom management
Relationships strategies significantly influenced students'
Building strong, positive relationships social behavior. Jennings and Greenberg
between teachers and students was found to (2009) demonstrated that classrooms
be essential in managing classroom employing SEL-focused
focused management
behavior. Jennings and Greenberg (2009) techniques fostered the development of
emphasized those teachers who established students' social skills, including empathy,
empath
trustt and mutual respect with their students self-regulation,
regulation, and interpersonal
created a supportive classroom relationships. Teachers who incorporated
environment. This relationship-building
relationship SEL principles into their daily routines
approach led to improved student behavior, created environments where students were
as students were more likely to respond encouraged to understand and manage their
positively to teachers who showed genuine emotions, which improved their interactions
care and concern for their well-being.
being. with peerss and reduced instances of conflict.
Thus , effective classroom management Positive Behavior Support
strategies that minimized disruptive Positive Behavior Support (PBS) strategies
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had a notable effect on students' social helped students understand their roles and
behavior. Simonsen, Fairbanks, Briesch, responsibilities within the classroom,
cl which
Myers, and Sugai (2008) found that PBS, facilitated smoother social interactions and
which emphasizes reinforcing desirable reduced misunderstandings.
behaviors and providing clear expectations, Teacher-Student
Student Relationships
led to improvements in students' social Positive teacher-student
student relationships
interactions. By consistently acknowledging played a crucial role in shaping students'
positive behavior and providing structured social behavior. Research by Pianta, Hamre,
feedback, students developed better social and Stuhlman (2003) revealed that teachers
skills and demonstrated increase
increased who built strong, supportive relationships
cooperation and respect towards others. with their students created a positive social
Peer Mediation Programs environment that encouraged respectful and
The implementation of peer mediation collaborative behavior. When students felt
programs within classroom management valued and understood by their teachers,
frameworks positively affected students' they were more likely to engage positively
social behavior. According to Johnson and with their peers and exhibit prosocial
Johnson (2006), peer mediation pr
programs behaviors.
trained students to mediate conflicts among Classroom Climate and Culture
themselves, which enhanced their conflict The overall classroom climate and culture,
resolution skills and fostered a collaborative influenced by classroom management
classroom environment. These programs not strategies, had a significant impact on
only helped reduce disciplinary issues but students' social behavior.. Wang, Haertel,
also promoted a sense of respon
responsibility and and Walberg (1993) highlighted that a
empathy among students, leading to positive classroom climate, characterized by
improved social interactions. mutual respect and inclusivity, fostered
Classroom Routines and Procedures better social interactions among students.
Establishing well-defined
defined classroom Strategies that promoted a supportive and
routines and procedures contributed to the inclusive environment, such as team-
development of students' social behavior. building activities and inclusive practices,
Lewis et al. (2008) found
nd that when contributed to a more cohesive classroom
students were provided with structured community where students developed
routines and clear behavioral expectations, stronger social skills.
they exhibited more cooperative behavior The,, different classroom management,
and better social skills. Consistent routines strategies significantly affected the
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development of students' social

socia behavior. compared to passive learning formats.
SEL integration, Positive Behavior Support, Coaching and Mentoring
peer mediation programs, well-defined
well Coaching and mentoring emerged as highly
routines, positive teacher
teacher-student effective resources for enhancing classroom
relationships, and a supportive classroom management skills. Darling-Hammond,
Darling
climate all contributed to enhancing Hyler, and Gardner (2017) demonstrated
students' social skills, improving their that personalized coaching provided
interactions
tions with peers, and fostering a teachers with ongoing, individualized
ind
positive classroom environment. These support, which was instrumental in refining
findings underscore the importance of their classroom management practices.
incorporating comprehensive management Coaches and mentors worked closely with
strategies that address both behavioral and teachers to observe their classroom
social development. environments, offer feedback, and model
Pertaining to Objective 3: effective strategies. This one-on-one
one
O3 : To determine the professional support helped teachers address specific
development needs teachers to enhance challenges and implement tailored
their classroom management skills. solutions, leading to improved management
Interactive Workshops outcomes.
Interactive workshops were found to be Peer Collaboration and Learning
among the most effective professional Communities
development programs for improving Peer collaboration and participation in
classroom management skills. According
Ac to learning communities were also found to be
a study by Joyce and Showers (2002), beneficial for classroom management.
teachers who participated in hands
hands-on, Vescio, Ross, and Adams (2008)
interactive workshops reported significant highlighted those teachers who engaged in
improvements in their classroom professional learning communities (PLCs)
management techniques. These workshops reported enhanced classroom management
typically involved role-playing
playing scenarios, skills through sharing experiences,
group discussions,
sions, and practice sessions, strategies, and feedback with colleagues.
colleagues
which allowed teachers to actively engage These collaborative settings encouraged
with and apply new strategies in a teachers to reflect on their practices, discuss
supportive environment. The interactive challenges, and collectively develop
nature of these workshops facilitated deeper solutions. The exchange of ideas and
understanding and skill acquisition support among peers contributed to a more
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effective implementation of classroom and evaluation were found to enhance the

management strategies. effectiveness of professional development.
Online Professional Development According to the findings of Guskey (2002),
Modules ongoing support, such as follow-up
follow
Online professional development modules workshops, classroom observations, and
offered flexibility and accessibility, making feedback sessions, helped teachers to
them an effective resource for many sustain andd build upon the skills learned
teachers. A study by Cavanaugh, Dawson, during initial training. This continued
and Ritzhaupt (2009) found that online support ensured that teachers could address
modules, which included video emerging issues and refine their practices
demonstrations, interactive activities, and over time, leading to long-term
long
self-assessment
assessment tools, provided teachers improvements in classroom management.
with valuable insights into effective Thus,, the most effective professional
classroom management techniques. The development programs for improving
ability to complete these modules at their
the classroom management skills included
own pace allowed teachers to integrate new interactive workshops, coaching and
strategies into their practice without the mentoring, peer collaboration, online
constraints of traditional scheduling. modules, focused content training, and
Focused Content Training follow-up
up support. These approaches
Training programs that focused specifically provided
rovided teachers with practical, actionable
on classroom management content were strategies and ongoing support, contributing
reported to be highly effective. For instance, to more effective classroom management
managemen
the research by Garet, Porter, Desimone, and enhanced student outcome.
Birman, and Yoon (2001) indicated that 1. Conclusion
professional development programs
The study on classroom management
designed with a clear focus on classroom
strategies and their influence on student
management techniques, such as behavioral
social behavior
vior provided significant insights
interventions and instructional st
strategies,
into how various approaches affected
resulted in improved teacher performance.
student interactions and behavior within
These programs provided targeted, in
in-depth
educational settings. With thematic
training that helped teachers understand and
analysis, the research identified several key
implement specific management strategies
strategies that effectively promoted positive
more effectively. Follow-Up
Up and Support
social behavior and minimized disruptive
Programs that included follow--up support
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that well-implemented
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deeper understanding of how targeted management strategies and associations
management techniques can positively with student behavior. Journal of
affect student behavior, leading to more emotional and behavioral
productive
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