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Best practices general education teachers implement to foster a positive classroom environment
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Content
Running head: BEST PRACTICES FOR POSITIVE CLASSROOM ENVIRONMENT
Copyright 2017 Amber Willis
Best Practices General Education Teachers Implement to
Foster a Positive Classroom Environment
Amber Willis
University of Southern California
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the Requirements of the Degree
DOCTOR OF EDUCATION
August 2019
BEST PRACTICES FOR POSITIVE CLASSROOM ENVIRONMENT
1
Acknowledgements
Many people helped me through this dissertation process, too many to even begin to
name. First, I want to thank my dissertation committee: Dr. Patricia Tobey, Dr. Wayne Combs,
and Dr. Patrick Crispen for walking me through the process of unraveling what I really wanted to
evaluate. Special thanks to Dr. Alan Green for signing on as my fourth committee member so
late in the fourth quarter; I truly appreciate your willingness.
Secondly, my gratitude and appreciation toward my family and friends. To my mommy,
Demetra Willis, your belief in me and push to invest in myself has fueled me throughout my
entire educational career, and helped me complete this last leg of the journey. To my bests,
Nehemiah Harvey and Andre Littlejohn, for constantly encouraging me to keep going and not
allowing me to give up. Waking me up out of my sleep to finish every paper and work on my
dissertation at all hours of the night. I truly appreciate and love you both for being a strong
support system. To every friend and family member that loves me and understood how much of
myself I had to dedicate to this process, thank you.
To my cohort and classmates, I could never express how much you all helped me through
this process, especially when I wanted to give up. Shout out to my “Fab 4,” Ashley Perryman,
Brandie Del Real, Bernice Embry, and Sahar Moshayedi. Without you four intelligent women, I
would have never made it. For that I truly love, respect, and admire you all.
Thank you to my study participants. Thank you for your willingness to share with utmost
honesty your thoughts and experiences to help change what we do.
Lastly, but certainly not least, I thank GOD! I thank GOD for giving me the strength to
preserve and for putting the correct people in my life to endeavor on this journey.
BEST PRACTICES FOR POSITIVE CLASSROOM ENVIRONMENT
2
Dedication
This work is dedicated first and foremost to my LORD and Savior JESUS CHRIST, who
gave me everything I needed to complete this task. Secondly, I dedicate this work to the memory
of my father, Jeffery Prince Willis. Your life was taken too soon, but your legacy has lit a fire in
me to continue to follow my dreams and passions. I always wanted to make you proud and I
know that this accomplishment would have brought you so much joy. I love and miss you so
much.
BEST PRACTICES FOR POSITIVE CLASSROOM ENVIRONMENT
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Table of Contents
Acknowledgments 1
Dedication 2
List of Appendices 5
Abstract 6
Chapter One: Overview of Study 7
Background of the Problem 7
Statement of Problem 8
Purpose of Study 9
Significance of Study 11
Limitations and Delimitations 13
Definition of Terms 13
Chapter Two: Review of Literature 15
Individuals with Disabilities Education Act 15
Mental Health within the School 20
Teacher Perception 23
Teacher Preparation 29
Teacher Self-Efficacy 31
Importance of Social Emotional Learning 35
Self-Determination and Teacher Ability to Promote Social
Emotional Learning 38
Self-Determination: Agency, Efficacy and Resilience (AER) 40
Summary 42
BEST PRACTICES FOR POSITIVE CLASSROOM ENVIRONMENT
4
Chapter Three: Methodology 43
Introduction 43
Research Design 44
Sample and Population 46
Instrumentation 48
Data Analysis 52
Trustworthiness and Credibility 53
Conclusion 54
Chapter Four: Results 55
Findings of Research Questions 58
Summary 71
Chapter Five: Discussion, Implications, and Conclusion 73
Discussion of Findings 73
Implications for Practice 76
Recommendations for Future Research 77
Conclusion 78
References 80
BEST PRACTICES FOR POSITIVE CLASSROOM ENVIRONMENT
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List of Appendices
Appendix A: Research Study Self-Selection & Survey Questions 89
Appendix B: Informed Consent 90
Appendix C: Signature of Research Participant 91
Appendix D: Interview Protocol 92
Appendix E: Interview Questions 93
Appendix F: Observation Protocol 94
BEST PRACTICES FOR POSITIVE CLASSROOM ENVIRONMENT
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Abstract
Approximately 21% of all students in America suffer from some form of social, emotional, or
behavioral challenge. These challenges can disrupt instruction as a whole class or individually,
which can lead to a number of academic achievement issues. This study examines what
behavioral interventions and strategies are implemented in the classroom to foster a positive
social emotional environment. This study investigates what challenges teachers face when
working with students with social, emotional, and behavioral challenges. Additionally, this study
seeks to understand teachers’ feelings about students with social, emotional, or behavioral
challenges. The study looks at general education elementary school teachers who have students
with social, emotional, and behavioral needs. This qualitative study utilizes three methods of data
collection: surveys, interviews, and observations. The data was triangulated, common themes
were identified, and priori themes were identified that correlate with the theoretical framework.
Results indicate that teachers use similar behavior strategies within the classroom but catered
interventions based on the students’ specific needs. Teachers do not believe they have enough
outside support from administration to appropriately work with students with behavioral
challenges. Teachers also revealed that they do not believe they received enough formal training
to effectively engage students with severe social, emotional, and behavioral challenges within the
classroom. Lastly, results indicate that although participants felt under resourced, they were able
to manage the student’s behavior to the best of their ability and they believe it is their
responsibility to instruct these students while in their classroom.
Keywords: mental health, teacher preparedness, social emotional learning, self-
determination, social emotional behavioral challenges.
BEST PRACTICES FOR POSITIVE CLASSROOM ENVIRONMENT
7
Chapter One: Overview of the Study
Background of the Problem
Special education services have dramatically changed over the years. Special education
practices have moved away from integrating practices that place students into a class for an hour
to inclusive practices, where a student spends their entire day in the general education classroom
and is pulled out for appropriate services (United Nations Educational, 2005). Full inclusion has
always been a main component, and the ultimate goal, of special education (Bruell, Hallam, &
Gamel-McCormick, 1999; Individuals with Disabilities Education Act, 2004). One of the main
components of the Individuals with Disabilities Education Act (IDEA) of 2004 indicates that
students who are receiving special education services are placed within the Least Restrictive
Environment (LRE). Making sure that students are in the correct LRE ensures that a student is
receiving a Free and Appropriate Public Education (FAPE). Environment where students
demonstrate appropriate behavior allows general education teachers to provide academic
instruction that is expected. For example, a teacher should be able to teach an entire lesson and
focusing only on teaching the curriculum. However, there is a considerable influx of children
who have severe mental health and behavioral challenges that could potentially impede a
teacher’s ability to instruct.
Students with disabilities face daily challenges in regards to their learning abilities, but
along with these academic challenges come possible social, emotional, and behavioral challenges
(National Center for Learning Disabilities, 2016). Approximately 21% of all students in America
suffer from some form of social, emotional, or behavioral challenge. These challenges can lead
to a number of academic achievement issues. The sole purpose of public schools is to educate all
students, with and without disabilities. When students with social, emotional, and behavioral
BEST PRACTICES FOR POSITIVE CLASSROOM ENVIRONMENT
8
challenges engage in behaviors that are considered disruptive, it causes teachers to generally
remove them from the classroom, which decreases their instructional learning time. According to
Smith, Polloway, Patton, Dowdy, & Doughty (2015), schools are not only supposed to provide
appropriate services for children with disabilities, but they are also expected to perform these
services within the general education setting. Unfortunately, there are many educators that do not
feel that they have the proper training to support the special education population (Cook,
Semmel, & Gerber, 1999; Smith et al., 2015).
Mental health issues in children are becoming more common and students are
experiencing onset of these disorders at younger ages. As a result, it is recommended that K-12
schools utilize their mental health resources to ensure that their students’ needs are being met.
Strong school-based mental health programs can tend to the emotional and behavioral concerns
of students by reducing unnecessary pain and suffering, as well as ensuring academic
achievement. Early intervention and appropriate treatment can also provide students with
strategies to appropriately cope with future pain and suffering (New Freedom Commission on
Mental Health, 2003). Herman, Reinke, Parkin, Traylor, & Agarwal (2009) indicated that
students with behavioral challenges do not achieve academically due to lack of instruction.
Statement of the Problem
The problem currently being addressed is the minimal amount of instruction that students
with social-emotional, mental health, and behavioral challenges receive due to being sent out of
class for behavior challenges. As previously stated, there is a significant increase in reported
behavioral issues in K-12 schools across America (National Center for Learning Disabilities,
2016). These challenges make it difficult for educators to effectively instruct the students, both
special and general education, within the class (Burke & Sutherland, 2004; Kirby, 2017). As a
BEST PRACTICES FOR POSITIVE CLASSROOM ENVIRONMENT
9
result, these behavioral challenges turn into academic challenges, causing educators to send
students with behavior issues out of the classroom without providing any behavioral intervention
(Phillippo & Stone, 2013). Consequently, separation from the classroom causes these students to
miss classroom instruction and eventually fall behind academically. It is important that teachers
foster a positive social, emotional, and behavioral environment for their classrooms—an
environment that will potentially assist in decreasing the negative behaviors observed in the
classroom environment (Domitrovich, Durlak, Staley, & Weissberg, 2017).
Unfortunately, many educators feel that they lack proper training to teach the special
education population (Burke & Sutherland, 2004; Cook, 2001; Cook et al., 1999). Teachers have
reported that they did not feel prepared or comfortable teaching in an inclusive environment
(Dunst & Bruder, 2014; Jordan et al., 2010). Research has indicated that general education
teachers are unprepared and feel unprepared for the type of work when entering general
education classroom. (King-Sears, Carran, Dammann, & Arter 2012; Kurth, Lyon, & Shogren,
2015; Snyder 1999).
Purpose of the Study
The purpose of this study is to identify best practices and strategies for general education
teachers to implement in the classroom to foster a positive environment for students have social,
emotional, and behavioral challenges. This is important to understand because students who
present with social, emotional, and behavioral needs are being removed from the learning
environment and missing out of essential classroom instruction. Lack of instruction, then, leads
to a student falling behind academically. Lahey et al. (2004) indicated that students who are
academically behind tend to engage in behaviors that may be deemed as disruptive and
uncontrollable. Some teachers appear to demonstrate difficulty managing these behaviors.
BEST PRACTICES FOR POSITIVE CLASSROOM ENVIRONMENT
10
The National Center for Learning Disabilities (2016) stated that out of the total 30% of
students with disabilities who drop out of school, 50% of those students have a diagnosis of a
suspected serious emotional disturbance (SED). Research indicates that children with SED have
the highest rates of school failure (Atici, 2007; Krewson, 2016). While schools are primarily
concerned with academic success, social emotional development is equally as important to a
student’s overall success (Gleason et al., 2012). Because of this important interplay between
emotional health and school success, schools must partner in aiding with the mental health care
of children (New Freedom Commission on Mental Health, 2003; National Center for Learning
Disabilities, 2016). Early intervention of strong school-based mental health programs can attend
to the health and behavioral concerns of students, reduce unnecessary pain and suffering, and
help ensure academic achievement. (New Freedom Commission on Mental Health, 2003).
The following research questions guided this investigation:
1. What do general education teachers know about instructing students with
social emotional and behavioral challenges?
2. Which practices are general education teachers implementing to foster a
positive social-emotional environment for special education students with
social, emotional, and behavioral challenges?
3. What challenges do teachers face when attempting to include students with
emotional and behavioral needs into the general education environment?
Significance of the Study
As the demand for educating students with disabilities in an inclusive educational setting
continuously grows, teachers must be prepared to facilitate different modalities into their lessons
to reach all of their students. General education teachers have reported concerns when faced with
BEST PRACTICES FOR POSITIVE CLASSROOM ENVIRONMENT
11
the challenge of teaching children with disabilities in the general education classroom
environment (Burke, Sutherland, & Gage, 2013; Snyder, 1999; Shade & Stewart, 2010).
However, teachers must be highly self-efficacious in their knowledge, skills and ability to
successfully instruct students with social, emotional, and behavioral challenges. (King-Sears et
al., 2012). All too often, students’ needs are not being met due to teachers’ lack of knowledge on
how to instruct them.
Teachers are reporting that they are not gaining enough experience in their teaching
programs. Therefore, it is important that teaching programs provide more efficient training for
teachers. Although teachers go into the field with experience, (Shade & Stewart, 2010) reported
that teachers believed they needed a wide range of experience with more exposure to realistic
situations. Teachers often request assistance for students’ behavior management due to feeling
unprepared to manage misbehavior effectively (Allday et al., 2012).
This study is also significant because teachers have to creatively find ways to keep their
students with social, emotional, and behavioral challenges engaged throughout the day
(Gresham, Lane, & Beebe-Frankenberger, 2005). When students do not feel engaged or feel that
not all of their needs are being met, motivation to remain engaged in the educational process
decreases. Dyer, Gregersen, and Christensen (2017) reported that one of the main reasons why
many students have a decline in motivation in school is because they see school and education as
a job that they do not want to engage in. Students and adults alike generally want to feel that they
are being successful in whatever they are engaging in while enjoying the company of their
friends, which feeds essential social and emotional needs daily.
Kelly (2012) suggested that the reasoning behind a student’s behavior could possibly be
determined by the four functions of behavior: Sensory, Escape, Attention, and Tangible
BEST PRACTICES FOR POSITIVE CLASSROOM ENVIRONMENT
12
(S.E.A.T), based on the premise that individuals engage in behaviors for four major reasons: to
obtain a Sensory (S) release, to Escape (E) a task or activity, to gain Attention (A) from adults or
peers, whether negative or positive, or to gain access to a Tangible (T) item. Generally, within
the K-5 setting, students with social, emotional, and behavioral challenges engage in the one of
the four functions of behavior in hopes that it will ultimately get them out of academic tasks they
do not enjoy. If K-5 students do not feel successful during the school day, you will see an
increase in negative behavior. This is also important for students who may suffer from mental
health issues. If said students are having a difficult time keeping up with the curriculum due to
mental health challenges, teachers could potentially see more behaviors that are not
“appropriate” within the classroom setting.
Teachers are critical members in the school environment and are in the optimal position
to identify and support children with mental health issues (Johnson, Eva, Johnson, & Walker,
2011; Mazzer & Rookwood, 2015). If basic mental health training is provided, teachers are in a
position to recognize certain things concerning their students’ social and emotional behaviors,
and the teachers can get his or her students their appropriate help (Mazzer & Rickwood, 2015).
However, if teachers do not receive this assistance, it can cause issues on both sides of the coin.
Due to a lack of knowledge, teachers may over identify students who need mental health; on the
other hand, teachers may not recognize the signs of trauma in their students. Thus, it is crucial to
assess the needs of general education teachers to understand what support is required to ensure
that they are properly prepared to facilitate a positive academic and social emotional
environment for all of their students to thrive (Buell, Hallam, Gamel-McCormick, & Scheer,
1999).
BEST PRACTICES FOR POSITIVE CLASSROOM ENVIRONMENT
13
Limitations and Delimitations
The purpose of the study is to understand what practices teachers are implementing to
ensure that their students with social, emotional, and behavioral challenges are present in an
environment conducive to learning. A limitation of this study could be the selection of the
teachers included. Teachers selected are based upon a single individual’s viewpoint, which could
potentially be a biased decision. The limited research on teacher preparation programs will also
require more information regarding preparation classes that prospective teachers will take within
teaching programs. Another limitation is the professional field of the researcher. In the field of
school psychology, it is required that there is interaction and assistance with students who suffer
from social, emotional, and behavior challenges. So, all behaviors are witnessed by the
researcher range from teacher to student behavior, which could potentially cause biased feelings
toward given responses. Lastly, a significant limitation is that there is the presence of a social
emotional learning specialist and behavioral interventionist on campus of the participating
teacher. These individuals provide behavioral support for the teachers when students are
expressing challenging behavior.
A delimitation of the study is the small sample size and the single site (four general
education teachers at a campus in Palmdale). Another delimitation is that the study is not based
on a particular behavior interventions that are known, but based on teachers’ own individual
experiences. This limits the generalizability of the study because of individual subjectivity.
Definition of Terms
Free and Appropriate Public Education (FAPE) is IDEA’s requirement that “to the
maximum extent appropriate” the placement of students with disabilities is in the least restrictive
environment.
BEST PRACTICES FOR POSITIVE CLASSROOM ENVIRONMENT
14
Inclusion is the idea that regardless of the student’s handicap, condition, or severity, all
students will be in a regular, full-time classroom/program where all related services must be
given to the child.
Individuals with Disabilities Education Act 2004 is the legislation that ensures that
students with disabilities receive a free and appropriate education.
Individualized Education Plan (IDEA) is the written document that is completed for each
child with a disability in accordance with IDEA.
Least restrictive environment means that a student who has a disability should have the
opportunity to be educated with non-disabled peers to the greatest extent appropriate.
Mainstreaming is the placement of students with disabilities into ongoing activities of
regular classrooms so that the child receives education with nondisabled peers, even if special
education staff provide supplementary resource services (Krewson, 2016).
Mental health is the state of wellbeing in which the individual realizes his or her own
abilities, can cope with the normal stresses of life, can work productively and fruitfully, and is
able to make a contribution to his or her community.
Mental illness or mental disorder is a health problem that significantly interferes with a
person’s thoughts, feelings, or behaviors. It is diagnosed according to standardized criteria,
usually the Diagnostic and Statistical Manual of Mental Disorders (American Psychological
Association, 2000) or the International Classification of Diseases.
Teacher efficacy is the judgment of his or her capabilities to bring about desired
outcomes of student engagement and learning.
BEST PRACTICES FOR POSITIVE CLASSROOM ENVIRONMENT
15
Chapter Two: Review of Literature
The purpose of this study is to identify best practices for general education teachers to
foster a positive social-emotional environment for students who demonstrate severe social,
emotional, and behavioral challenges. This literature review will discuss a brief history of
Individuals with Disabilities Education Act (IDEA), the inclusion of students with all disabilities
and how it is pertinent to student success, and the increase in mental health within children in the
school. The literature review will also show teachers’ perception of mental health, their inclusion
of students with social-emotional disabilities and feelings of efficacy, and their level of
preparedness to engage students with severe challenging behaviors while highlighting the
importance of social-emotional learning. This review will also examine the theoretical construct
of the self-determination theory (Ryan & Deci, 2000). This theoretical construct and its key
concepts will be explained and interpreted in relation to their relevance to general education
teachers’ ability to foster a positive social-emotional environment for students with severe social,
emotional, and behavioral challenges.
Individuals with Disability Education Act (IDEA)
The Individuals with Disabilities Education Act (IDEA) is a federal law that requires
schools to serve the educational needs of eligible students with disabilities. It was formed due to
the injustices that plagued the education system for students with disabilities. Prior to the
development of IDEA, it was common for students with disabilities to be excluded from the
educational experience (Krewson, 2016). The purpose of IDEA is to protect the educational
rights of students with disabilities and to provide all handicapped children with a free and
appropriate public education (FAPE). Schools are required, “to the maximum extent
appropriate,” to place special education students (students with disabilities) in the least-
BEST PRACTICES FOR POSITIVE CLASSROOM ENVIRONMENT
16
restrictive environment, which means that schools are obligated to teach students with
disabilities in general education classrooms with their non-disabled counterparts when
appropriate (Krewson, 2016). When a student has a known or suspected disability, a
comprehensive evaluation is required to determine the student’s needs. A student that has a
medical diagnosis does not necessarily mean that they will qualify for special education services.
The disability must adversely impact their ability to access the general education curriculum. For
instance, if a student has a medical diagnosis of autism, but is doing well academically, that
student might not be covered by IDEA.
To ensure that students with disabilities are “accurately” identified, the federal
government requires each state to develop criteria to determine the overall need for special
education services (Krewson, 2016). A comprehensive evaluation includes a cognitive evaluation
conducted by a school psychologist and an academic achievement assessment conducted by a
special education teacher or school psychologist. Other related services include: Language and
Speech (Speech and Language Pathologist), Occupational Therapy (Occupational Therapist),
Adapted Physical Education (Adapted P.E. Teacher), etc. The assessment process is evaluated
through standardized assessments along with a review of a student’s educational records, health,
and development.
Once a student is deemed to have academic deficits due to a disability, they are eligible
for special education services. Special education—which is also known as special needs
education, aided education, and/or exceptional education—is the practice of educating students
with educational needs in a way that will address and meet their individual differences and
needs. According to Krewson (2016) and IDEA (2004), an appropriate education includes both
special education and all related services that will meet the students’ needs. The process involves
BEST PRACTICES FOR POSITIVE CLASSROOM ENVIRONMENT
17
an individually designed plan, a systematically monitored and appropriate teaching strategy, and
any other equipment and materials needed to make students’ ability to access the curriculum
more appropriate.
An Individualized Education Program/Plan (IEP) is a written legal document for each
child with a disability and is developed, reviewed, and revised annually in accordance with the
IDEA (Krewson, 2016; US Department of Education, 2000; US Department of Education, 2016).
The IEP must be developed specifically to meet a student’s unique needs. The IEP team creates
the document, which should be in compliance with IDEA’s requirements of an IEP. An IEP must
include: information regarding the student’s present level of academic achievement and
cognitive functioning, measurable goals for the student to meet within a year’s time, progress
reports to demonstrate progress toward annual goal(s), and a statement of the related services
that the student will receive to assist in meeting these goals. Additionally, the IEP must include
information regarding the placement and to what extent the student will receive services, as well
as accommodations or modifications to assist the student in successfully accessing the general
education curriculum. Teachers who know the information in their students’ IEP can use this
information to assist them in developing an appropriate strategy ensuring that their students with
disabilities are academically and behaviorally successful within the classroom. Once a student is
deemed to warrant special education services, the IEP team is responsible for ensuring that the
student is placed in an environment conducive to their learning abilities when appropriate
support is given. Thus, ensuring that a student is not inappropriately placed in a classroom where
the student may not be able to progress or in a classroom where the student is too high
functioning. Knowingly, the IEP team must determine the least-restrictive environment for the
child to cultivate academic and behavioral success.
BEST PRACTICES FOR POSITIVE CLASSROOM ENVIRONMENT
18
Overall, schools are changing the way they handle the behavior and discipline of
students. However, students with disabilities have always had a sense of protection when it
comes to being disciplined within the school. Discipline includes removal from the classroom
environment, suspension, and/or expulsion. According to Krewson (2016), many students with
disabilities exhibit challenging behaviors within the school. IDEA states that a student with a
disability may exhibit disruptive behaviors, and the student should not be punished for the
behaviors that are a result of that disability.
Thus, when students with disabilities experience social, emotional, or behavioral
challenges within the school, the school must determine if the behaviors are primarily due to
their disability, which is called manifestation determination. IDEA (2004) states that if a student
is approaching 10 days of removal from the educational setting, a manifestation determination
meeting must be held to determine if the behaviors are due to the student’s primary disability.
Additionally, a student must remain in their current placement until the “investigation” is
complete. It is the hope that with teachers fostering a positive social and emotional environment
within the classroom that there will be a decrease in unmanageable behavior.
Inclusion of students with disabilities within the general education setting has always
been the ultimate goal of special education. Special education was not created to be a life
sentence for students who experience learning and behavioral difficulties (Fried, 2007). Students
who are placed within an inclusive setting are reported to have improved academically, including
standardized tests, mastery of IEP goals, remaining on task, staying motivated, and attending
more days of school (Fried, 2007; Rea, McLaughlin, Walther-Thomas, 2002). Furthermore,
inclusive settings emphasize the importance of accepting diverse students within their learning
while providing appropriate role models and higher teacher expectations for behavior and skills
BEST PRACTICES FOR POSITIVE CLASSROOM ENVIRONMENT
19
as well as greater social gains for students with disabilities (Fried, 2007).
Universal education is important and provides the basic foundation for children
integrating with society (Brown v Board of Education, 1954; Krewson, 2016). School is an
essential factor in preparing students (citizens) to actively participate in society. In school,
societal norms are introduced and maintained. School provides social opportunities for all
students alike. Thus, including students with social, emotional, and behavioral deficits into the
“general education population” could potentially benefit a student with these deficits.
Elementary school, specifically, is an important time for children; not just in the social
learning, but academic learning as well. Kindergarten through second grade are pivotal years for
a child’s development. Public schools are the most vital institutions for students in the efforts to
introduce, master, and preserve the values of our society (Brown v Board of Education; 1954
Krewson, 2016). When students with behavioral challenges are sent out of the class, they are
missing out on instruction that is essential to their academic and social development. A student
who suffers from severe social, emotional, or behavioral challenges, who is consistently sent out
of the classroom due to their behavioral challenges and scolded in a harsh manner, can develop a
low sense of self-concept, especially if their behavioral challenges are due to learning deficits
(Phillippo & Stone, 2013). Students who lack self-concept, self-efficacy, and self-worth could
potentially isolate themselves from others and stray away from challenging tasks. Fostering a
positive social emotional environment in the classroom will potentially provide students with the
confidence to not only attempt difficult tasks, but also the confidence to ask questions when
having a difficult time understanding the task presented.
According to Smith et al. (2015), schools are not only supposed to provide appropriate
services for children with disabilities, but they are supposed to be able to perform these services
BEST PRACTICES FOR POSITIVE CLASSROOM ENVIRONMENT
20
within the general education setting. There is a misconception that school-based mental health
programs solely rely on support staff (Alvarez, 2007, Phillippo & Stone, 2013; Smith et al.,
2015). However, teachers spend a significant amount of time with students and a teacher’s input
is a critical piece in the assessment and identification of a child’s academic, social, emotional,
and behavioral need for special education services. It is important for teachers to know,
understand, and recognize the most prevalent mental disorders frequently observed in the school
(Sutherland, Lewis-Palmer, Sticheter & Morgan, 2008). Furthermore, due to IDEA’s promotion
of inclusion of all students within the general education setting and the increase in mental health
disorders in children, it is important that general education teachers have some knowledge of the
early signs of mental health and know the signs of trauma within their students.
Mental Health within the School
Mental health within the school has become more prevalent. Early childhood mental
health problems, which include but is not limited to attention deficit hyperactivity disorder,
depression, oppositional defiant disorder, and depression are nationally occurring at rates of
approximately 10%. These mental health problems are also linked to long-term social,
emotional, behavioral, and academic challenges; almost a quarter of young people will
experience some form of a mental health disorder (Briggs-Gowan & Carter, 2008; Carter,
Bosson-Heenan, Guyer, & Horwirz, 2006; Gleason et al., 2012; Mazzer & Rickwood, 2015).
Social economic status (SES) has emerged as a key cause of poor child mental health. Poverty,
low parental education, not living with biological parents, community violence, homelessness
and abuse have been proven as essential predictors of poor cognitive social emotional
developmental and mental health problems (Chan, Mercer, Yue, Wong, & Griffiths, 2009;
Rossen & Cowan, 2014).
BEST PRACTICES FOR POSITIVE CLASSROOM ENVIRONMENT
21
When young children display the behaviors associated with these disorders, these
behaviors are typically referred to as a phase, however, they could be predictive of mental health
challenges in the future (Chan et al., 2009). With early intervention and early social emotional
support, there is a significant decrease in these behaviors and the likelihood of developing more
severe behaviors (Lahey et al., 2004). Mental health challenges in children and adolescents
present differently than in adults. Many mental health disorders in children present themselves
through a child’s behavior (Mazzer & Rickwood, 2015). Children who experience internalizing
mental disorders, such as depression, have difficulty verbally expressing their feelings. They also
have a difficult time processing the intense emotions that they experience internally (Da Fonseca
et al., 2008; Herman et al., 2009). Mazzer & Rickwood (2015) reported that the National U.S.
Comorbidity survey indicated that half of all students have their first mental health onset before
the age of 14, and three quarters of students have their first one before the age of 25. Teachers
spend the most time with students, therefore, they are likely more knowledgeable of their
students’ behaviors (e.g. triggers) than anyone else at the school. It is important that teachers:
demonstrate basic knowledge of mental health disorders, understand that mental health support is
a function of their role breadth, and provide social-emotional support for their students.
Promoting mental health and wellbeing is a vital role of teachers, and they need to be
confident and comfortable implementing such practices (Mazzer & Rickwood, 2015). Although
this is expected, teachers often do not implement these practices within the classroom for their
students. Reinke, Stormont, Herman, Puri, and Nidhi (2011) found that teachers believed it was
the role of the school psychologist to deal with student mental health in the school, which
included screening, behavioral assessments, progress monitoring, and referring students to
school-based or community mental health services. However, teachers believed it was their
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22
primary responsibility to implement behavioral interventions within the classroom, but that was
considered minor behavior. The job description for teachers supporting the mental health of their
students is vague, unclear, and poorly articulated, and expectations are not consistent across the
board (Mazzer & Rickwood, 2015). Unclear expectations could potentially lead teachers to
believe that they are not responsible for this type of support, preventing teachers from
developing strategies to support their students’ mental health.
Phillippo (2013) suggest that teachers’ familiarity with student mental health issues and
child development principles have likewise been found insufficient. Teachers reported an overall
lack of experience and training for supporting the mental health needs of students (Phillip, 2013;
Reinke et al., 2011). Teachers are in a position to recognize social and emotional behavior within
their students and could potentially have the best insight regarding students’ behaviors, so it is
important that teachers understand that identifying the early signs of mental health challenges is
an important part of their role breadth. This is an essential function of a teacher’s role because
mental health challenges can impact a child’s learning and academic achievement (Anderson,
2005; Mazzer & Rickwood, 2015). Within the school environment, identifying these problems
can result in students receiving necessary support services (Mazzer & Rickwood, 2015).
According to the National Center for Learning Disabilities (2016), children with serious
emotional disturbances are reported to have the highest rates of school failure. Fifty percent of
these students drop out of high school, compared to 30% of all students with disabilities
(National Center for Learning Disabilities, 2016). Briggs-Gowan and Carter (2008) and Dyer,
Gregersen, and Christensen (2011) found that students who do not receive appropriate social-
emotional support within early education have a greater probability of dropping out of high
school, and they have more freedom to engage in risky and reckless behaviors.
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23
Teachers’ familiarity with student mental health issues and overall child development is
not sufficient (Gleason et al., 2012; Koller & Bertel, 2006; Mazzer & Rickwood, 2015; National
Council for Accreditation of Teacher Education [NCATE], 2010; Phillippo & Stone, 2013).
Teachers are lacking the basic foundational skills of mental health. Teachers reported that they
were not well versed in mental health or early development. In order to become a certificated
teacher, there are no important prerequisites for childhood development or mental health courses
that are required before entering a teacher credentialing program. Reinke et al., (2011) reported
that teachers did not feel prepared when it came to supporting students with mental health
challenges. Mental health can be a frightening concept for unprepared teachers.
Teacher Perception
Teacher perception and teacher preparation are two factors that motivate teachers to
foster a positive social-emotional environment within the classroom. Teachers’ perception of
their role breadth is essential to the implementation of positive social-emotional environments. It
is their motivation to work with students who have been fully integrated into their class.
Teachers’ feeling of preparedness is directly related to teachers’ perception. Kim (2011) found
that teachers who received pre-service training on full-inclusive classrooms had a higher and
more positive perception of teaching in a fully-inclusive general education classroom. In the
study, many teachers felt that it was not their responsibility to “deal” with students who
demonstrated significant social, emotional, and behavioral challenges, but it was the
administration’s responsibility. Contrastingly, there were a few teachers who believed that
social-emotional support was their responsibility, however these teachers had a clear and concise
expectation (Kim, 2011). General education teachers have a difficult time managing students
with severe social, emotional, and behavioral challenges and report that it takes away from their
BEST PRACTICES FOR POSITIVE CLASSROOM ENVIRONMENT
24
teaching time (Lahey et al., 2004). Many teachers also believe that they lack the preparation
within their teaching programs and/or current teaching assignments to effectively teach a fully-
inclusive classroom.
Including students with disabilities into the general education setting has been
encouraged through federal legislation for years (MacFarland & Woolfson, 2013). The
legislation includes students who demonstrate significant social, emotional, and/or behavioral
challenges in and out of the classroom. Teachers have reported that students with social,
emotional, and behavioral challenges make it extremely challenging for them to teach. Feelings
regarding these challenges are met with negative perceptions of the inclusion of students with
social, emotional, or behavioral challenges into the general education classrooms (Burke &
Sutherland, 2004; Cook, 2001; Shade & Stewart, 2010; Shapiro, Miller, Sawka, Gardill, &
Handler, 1999).
Phillippo and Stone (2013) reported that previous teacher roles solely focused on the
teaching of the curriculum and other extra-curricular activities (e.g. leadership, peer mentoring).
Other activities outside of the curriculum were considered to be things beyond the responsibility
of the teacher. Based on teacher surveys and interviews, teachers believed that basic social-
emotional support for their students was a part of their responsibilities (Phillippo & Stone, 2013;
Reinke et al., 2011). Teachers were more inclined to believe that social emotional support is a
function of their job when those requirements were clearly stated. Phillippo and Stone (2013)
investigated schools and teachers, where all teachers were required to have a student support
program; the teachers were also provided with training on how to run these additional support
classes. This study demonstrates the importance of clearly-defined roles for teachers. Training
has equipped teachers have a more positive perception of including students with social,
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25
emotional, and behavioral problems into the classroom preparing teachers to provide that sense
of support for said students. On the other hand, there are just as many teachers who do not
believe that social-emotional support is a function of their role.
Generally, the social and emotional support of students and any negative behaviors that
impede learning was, and often still is, considered the job of the support staff on campus (e.g.,
school counselor, school psychologist, resource teacher). Without clear expectations, there’s
room left for interpretation, enabling teachers to make up their own duties excluding what they
feel is not a part of their responsibilities.
According to Phillippo and Stone (2013) and Reinke et al. (2011), teachers believe that
they are partially responsible for supporting the social and emotional well-being of their students.
Due to some teachers’ belief that student social-emotional support is not being a part of their
role, it can cause issues within the classroom when severe behaviors occur. Jordan et al. (1997)
and Jordan and Stanovich (2001) reported that teachers’ perception and classroom behavior (the
manner in which they engaged the social, emotional, or behavioral-challenged students) was
directly related.
Observations of teachers’ interactions with a wide range of students were conducted and
measured. These students include: the typical achiever, the at-risk student, the exceptional
student (e.g. students with social, emotional, and behavioral problems). Out of the nine teachers,
the study reveals that three of the teachers held pathognomonic (believing that the behavior is not
based on their disability) beliefs, and their observations said that they engaged the students with
disabilities the least. Engagement with the students was mostly in relation to behavior
challenges. The teachers who were identified as having an interventionist (beliefs that the
behavior is a direct result of their disability) perception were observed almost always
BEST PRACTICES FOR POSITIVE CLASSROOM ENVIRONMENT
26
academically engaging their students with suspected disabilities. The interventionist teachers
gave more individual attention to the students. These teachers asked questions to cognitively-
challenged students. They actively sought out students to ensure they understood the classroom
instruction and clarified what was misunderstood. These teachers also asked higher-order
thinking questions to activate their metacognitive strategies.
Jordan and Stanovich (2001) found that teachers with negative perceptions about
inclusion of students with disabilities interacted significantly less overall than did their
counterparts who believed in interventions. The teachers with a positive perception of inclusion
provided considerably more individual and small group interaction challenging their students’
cognitive thinking while keeping them engaged. Based upon a standardized student self-concept
scale, the study showed that students in the classroom with teachers with a negative perception
scored significantly lower on their overall self-concept than those with teachers with a positive
perception. Although teacher perception of full inclusion is split, there are many factors that play
a critical part in teachers’ perception.
The study conducted by Buell et al. (1999) asked teachers if they had specific resources
and supports to assist them with teaching in a full-inclusive classroom and whether or not those
supports would help them successfully support students with special needs. Results indicated that
teachers did not believe they had sufficient support from their administration to successfully
handle students with social, emotional, and behavioral needs within an inclusive general
education setting. This is particularly important because if teachers do not feel supported by the
administration when presenting behavioral challenges, they are less likely to deal with the
students within the classroom and instead transfer the responsibility to the administration. This
creates a critical domino effect: the student engages in problematic behavior, the teacher
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27
becomes frustrated and sends the student out of the class, the student misses out on important
instruction and falls behind academically, and ultimately the student is asked to be assessed to
determine if he or she has a suspected disability.
According to Jordan et al., (2010), Mercer (1996), and Phillippo and Stone (2013), when
teachers feel supported and empowered by administration as well as outside individuals (such as
family and friends), they are more likely to “buy into” the thought of supporting the social-
emotional needs of students within the general educational setting. Teachers experience higher
levels of stress with the inclusion of students with social, emotional, and behavioral problems
than the inclusion of any other disability; teachers who choose to interact with students outside
of instruction often feel unsupported and sometimes overwhelmed (Avramidis, Bayliss, &
Burden, 2000; Phillippo and Stone, 2013). Teachers also believe that there needs to be “peer
support.” Buell et al. (1999), Mercer (1996), and Phillippo and Stone (2013) indicated that
teachers believe that there is a need for administrative support, peer support, and other necessary
resources to help promote and effectively implement inclusive educational settings.
Although many general education teachers are hesitant to include students with social,
emotional, and behavioral challenges in their classrooms, there has been successful
implementation of inclusion—which ultimately increased the academic success rates (Jordan et
al., 2010). It is important for schools to consider the predictors of effective general education
practices that teachers implement with their students. Research indicates that teachers’
“epistemological” beliefs about disabilities and abilities, and their responsibilities for students,
impact their teaching strategies (Brackett, Reyes, Rivers, Elbertson, & Salovey, 2012; Jordan et
al., 2010; Stanovich & Jordan, 2002).
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28
A quarter of the teachers interviewed had a pathognomonic perception. Pathognomonic
belief indicates that teachers believed that disabilities are internal, fixed, and not amenable to
instruction. The researchers discovered that these teachers who held this perception blamed the
student and the family for their inability to progress academically and/or socially. Furthermore,
these teachers believed and preferred that the students with social, emotional, and behavioral
challenges be placed in an alternative classroom environment. These teachers also put forth
minimal time and effort to work with this specific population of students (Jordan et al., 2010).
On the other hand, teachers who possessed interventionist beliefs believed that disabilities were
created by an able-bodied society that puts up barriers around those who have disabilities (Jordan
et al., 2010). They also believed that it is their responsibility to foster an environment conducive
to learning by breaking those barriers down through accommodations and providing more
intensive support for their students with disabilities.
Stanovich and Jordan (2002) reported that these teachers were extremely accepting of the
diverse increase within the classroom due to the changes in sociocultural conditions and
educational policy. Studies have shown that “interventionist teachers” implement many different
interventions with students with social, emotional, and behavioral challenges before referring
students to special education. Furthermore, these specific teachers linked their curriculum and
instructional strategies based on assessment results actively engaging students with disabilities,
and they showed more effective and successful teaching behaviors maintaining contact with the
students’ parents (Jordan et al., 2010; Jordan, Lindsey, & Stanovich, 1997; Jordan & Stanovich,
2001; Stanovich & Jordan, 2002).
Teachers demonstrating a positive perception of full inclusion are essential to the
successful implementation of positive social-emotional environments. If teachers do not believe
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29
that students with social, emotional, and behavioral challenges belong in their classroom, the
teacher’s negative behaviors will emerge. It is crucial that schools assess the needs and concerns
of the teachers to ensure that they have the proper resources to effectively integrate students with
special needs, specifically those with social, emotional, and behavioral issues.
Teacher Preparation
It is imperative that teachers are prepared to instruct not only students who receive
special education services and have known disabilities, but also those students who present with
significant behavioral challenges. Teaching credentialing programs need to provide more courses
and outside teaching experiences for students with social, emotional, and behavioral deficits
(Atici, 2007; Kim, 2011).
According to Burke and Sutherland (2004), Dunst and Bruder (2014) and MacFarland
and Woolfson (2013), teachers feeling supported and prepared made a difference in their
perception. Teachers who did not receive in-service training reported to have a more negative
perception about including students with social, emotional, and behavioral challenges than
teachers who received pre-service training. Teachers without pre-service training reported a lack
in their understanding of child psychology and wanted more experience with a wider range of
teaching situations (Atici, 2007). The lack of resources and the lack of a clear understanding of
the services—as well as the needs of their students with disabilities—can cause teachers’
resistance to mainstreaming and inclusion.
Many teachers feel that there are obstacles standing in their way when they attempt to
engage and instruct students with disabilities, especially when negative behaviors are present.
Shade and Stewart (2001) reported that confronting teacher training regarding the inclusion of
students with disabilities was a challenging goal. Improved training is essential to teachers’
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30
understanding of disabilities, their understanding of appropriate interaction and engagement with
students with disabilities, and their understanding of a positive social-emotional environment
conducive to learning.
General education teachers feel that they do not get enough in-field training while in their
teaching program especially regarding inclusive educational environments and services (Buell et
al., 1999). Kim (2011) indicated that there was only one special education course within the
teaching program. In researching general education teaching credentialing programs, it was
determined that many of the accredited programs only offer one class that focuses on children
with special needs. Teachers do not feel that they have the preparation and support from their
schools or their school’s staff upon enter the teaching environment (Shippen, Crites, Houchins,
Ramsey, & Simon, 2005; Stanovich & Jordan, 2002; State et al., 2011). Teachers feel that there
is a lack of administrative support and/or in-service support for general education teachers with
special education students in the classroom. According to Phillippo and Stone (2013) and Hamre
et al. (2012), professional learning opportunities that are used to prepare teachers for effective
student-teacher relationships and social-emotional support are still within the early stages and do
not have an outlined curriculum within teacher programs.
With the evolution and increase of disabilities and social emotional issues within the
school system, adequate in-service trainings ensuring that teachers are up to date with current
laws, needs, and intervention are needed. The teachers needed further training in 11 proposed
areas that would be helpful in facilitating inclusion (e.g. academic progress, using assistive
technology, and adapting curriculum) to meet the individual needs of students. Many of the
general education teachers, in every area assessed, felt that they did not have the supports
necessary or the proper resources to successfully integrate students with disabilities into their
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31
classroom. It is crucial that schools provide in-service training on how to successfully include
students with disabilities as well as how to effectively implement behavioral interventions.
Teachers reported a greater need for support and resources within the school.
Despite teachers feeling that they do not receive significant training that prepares them
for building and maintaining supportive relationships with students, many teachers take steps to
do this work on their own (Phillippo & Stone, 2013). Although some teachers make attempts to
support students social and emotionally, there needs to be adequate training for teachers to
continue to develop the efficacy previously discussed in the chapter. It is important to make sure
teachers are not only aware, but are also fully prepared to teach students with different and
exceptional learning styles. Hopefully, the furtherance of research on teacher preparation—
specifically focusing on social, emotional, and behavioral challenges—will result in an increase
of successful intervention and reduction in challenging behavior within the classroom.
Teacher Self-Efficacy
Knowledge of mental health within the school and an understanding the role of teacher
perception and teacher preparation are both equally important; however, a teacher’s sense of self-
efficacy is the most important aspect of all when dealing with children who demonstrate severe
social, emotional, and behavioral challenges. Experiencing these challenges several times a day
can be overwhelming, intimidating, and exhausting, making it harder for teachers to foster
positive social-emotional environments for their students. Teachers must demonstrate a sense of
efficacy when working in a full inclusive environment consisting of children who have a social,
emotional, and/or behavioral need. It is important that teachers believe they have the ability to
instruct students—general and special education students alike. This task is more challenging
when it incorporates students with severe social-emotional and behavioral challenges into the
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32
continuum. It is important that teachers are self-efficacious when teaching students with social-
emotional and behavioral challenges.
Self-efficacy is defined as the belief that an individual has the capabilities to organize and
execute a course of actions to manage prospective life events or situations (Dunst & Bruder,
2014; Eckerson, 1995; Zee & Koomen, 2016; Zimmerman, 2000). Teachers must believe in their
own individual abilities, utilize successes and failures from prior experiences, and develop a plan
of action to successfully implement effective teaching strategies within the general education
setting.
Eckerson (1995) stated that self-efficacy is not a global judgment, but judgment that
varies across different activities, levels of the same activity, and different circumstances. These
judgments (and beliefs of capability) influence the amount of time and effort an individual exerts
to complete and master a task or situation (Dunst & Bruder, 2013; Eckerson, 1995). The
researchers indicated that a strong sense of self-efficacy was a determining predictor of a
person’s behavior, motivation, performance, and overall success (or failure) of a task or
situation. The greater amount of self-efficacy an individual has, the more likely it is for that
individual to put forth effort to become an expert in the field. Having a strong sense of self-
efficacy is extremely important for teachers; they hold the academic lives of an upcoming
generation in their hands. Thus, it is imperative for teachers to have their own sense of self-
efficacy to master educating diverse students.
Teacher self-efficacy, although similar to the overarching theme of self-efficacy,
demonstrates an individual teacher’s feelings of capability. This ultimately sets the tone for
organizing and executing “high-quality” learning environments by planning advancement in
students’ abilities (Dunst & Bruder, 2013; Phillippo & Stone, 2013; Zee & Koomen, 2016). A
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33
teacher’s perception of their capabilities allows them to organize and execute tasks required to
attain a goal or to achieve something academically on behalf of their students (Eckerson, 1995).
Essential aids of teacher efficacy include teachers’ prior mastered experiences, indirect
experiences, and use of persuasion (Klassen, Tze, Betts, & Gordon, 2011). Creating these quality
environments not only provides an opportunity to enhance students’ academic abilities, but it
also allows for more meaningful engagement enabling an effective management of students’
behavior (Chacon, 2005; Zee & Koomen, 2016). When a teacher has a strong sense of self-
efficacy, it allows him/her to be more creative in his/her teaching approaches, techniques, and
practices while increasing student engagement (Dunst & Bruder, 2013). Creativity is an
imperative factor in fostering a positive social-emotional environment for students because it
provides for a wider range of activities that could potentially encourage students with social,
emotional and behavioral issues.
Teacher self-efficacy is not only beneficial for teachers, but for students as well. A
teacher’s personal belief regarding his/her teaching abilities has a powerful influence on that
teacher’s overall effectiveness with his/her students (Keogh, Garvis, Pendergast, & Diamond,
2012; Zee & Koomen, 2016). Connections have been drawn between a highly self-efficacious
teacher and a student’s academic achievement (Keogh et al., 2012). Similarly, positive teacher
self-efficacy has shown higher levels of job satisfaction and commitment, lower levels of stress,
and decreased chances of burnout. Positive teacher self-efficacy has also shown greater levels of
planning and organization, a decrease in criticism due to student errors, and a longer relationship
with students who are struggling academically (Keogh et al., 2012; Zee & Koomen, 2016).
Teachers who remain healthy on the job make for a happy and healthy learning environment for
children. Teachers must not only believe that they are capable of executing a plan, but they must
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34
also behaviorally demonstrate conviction in their ability to successfully execute a plan; a plan to
produce the necessary learning outcomes known as efficacy expectation (Dunst & Bruder, 2013;
Eckerson, 1995). Additionally, a teacher’s belief that multiple courses of action are needed to
successfully produce outcomes is important, as well as their belief that doubt can potentially
hinder the completion of tasks (Eckerson, 1995). This demonstrates that a teacher is aware of
their behavior during a task and is confident in their capabilities to execute the task.
Zee and Koomen (2016) stated locus of control was a factor in a teacher’s self-efficacy.
They utilized Rotter’s (1966) definition of locus of control as a generalized expectancy for
control of reinforcement that individuals develop in relation to their environment (Zee &
Koomen, 2016).
Efficacy is not only a feeling of competence, but it is also the teachers’ understanding of
their purpose. Buell et al. (1999) indicated that teachers, collectively, have a general
understanding of inclusion and what it means to socially and emotionally support their students.
However, the separation of general education teachers from special-education teachers reveals
that there are more general education teachers who do not fully understand the full concept of
inclusion (Buell at al.,1999). There is a connection between self-efficacy and motivation (Buell
at al., 1999; Zee & Koomen, 2016; Zimmerman, 2000). If teachers do not have a sense of self-
efficacy, it could potentially affect their overall motivation to engage in tasks.
Research indicates that general education teachers feel insecure in their ability to
complete tasks that support students with disabilities in a fully inclusive setting. These teachers
reported a lack of confidence in accommodating the materials and curriculum to effectively
teach. Additionally, they reported a lack of confidence with managing challenging behaviors,
providing one-to-one assistance, and developing behavioral objectives and goals. Teachers
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35
reported to have difficulties in these areas—the areas that are essential to the success of students
with disabilities and behavioral challenges within full inclusive environments (Zee & Koomen,
2016; Zimmerman, 2000).
Furthermore, teacher efficacy is impacted when role definitions are ambiguous and
unclear. A teacher’s feelings of efficacy shape the manner in which they execute their
professional responsibilities (Gibbs & Powell, 2012; Phillippo & Stone, 2013; Tschannen-
Moran, Woolfolk-Hoy, & Hoy, 1998). Essentially, their beliefs about their ability to effectively
execute a job determine the way they teach and handle tasks and activities. Teachers’ beliefs of
efficacy are an important factor that individually shapes how they fulfill their role and complete
related tasks. Results of the study and interviews suggest that a teacher’s sense of efficacy, in
terms of providing students with social-emotional support, is not related to their past teaching
experiences (Phillippo & Stone, 2013). Thus, teachers do not believe that their past experiences
with teaching prepares them for the support needed for social-emotional students. Therefore, the
most important factor to predict teachers’ ability to socially and emotionally support their
students was/is the teacher’s confidence. Providing proper resources and training for teachers on
inclusion of students with disabilities can increase their efficacious feelings (Atici, 2007) .
Importance of Social Emotional Learning
Social emotional learning (SEL) is a concept that has gained a significant amount of
attention and is believed to be essential to the overall educational success of children. With the
increase in social-emotional challenges, there is a need for teachers to promote social emotional
learning in their classroom environments (Phillippo & Stone, 2013; Meier, DiPerna, & Oster,
2006). Although social skills are necessary to succeed in school, these skills are not specifically
taught in school, rather students are often expected to have acquired them at home. Social
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36
emotional learning delves deeper into social skills as well as emotional principles. (Meier et al.,
2006). SEL focuses on students’ acquisition of knowledge of participation within the school
process (Rekalidou & Pliogou, 2006).
Social emotional learning is the process used to develop the skills associated with
recognizing and managing emotions, developing concern for others, and maintaining positive
relationships. SEL is also the process used for making appropriate and responsible decisions,
handling difficult situations in an appropriate manner, and improving a student’s awareness of
self. SEL encourages collaboration for academic, social, and emotional learning (Brackett et al.,
2012; Collie, Shapka, Perry, & Martin, 2015). The skills and competencies associated with SEL
provide a foundation for better adjustment and academic performance, which is observed by
greater engagement in positive social behaviors, fewer behavior problems, less anxiety, and
improved grades and test scores (Brackett et al., 2012).
Children demonstrate a wide range of behaviors and learn important life skills (Mazzer &
Rickwood, 2015). This is essential for the success of students within the school system. They
learn to make friends, express themselves, appropriately interact with other people, as well as
about social norms. Participation is extremely important for the development and reinforcement
of a student’s self-concept and self-esteem. Students should understand that they need to accept
things they cannot control, and they should also establish relationships with other students within
the classroom (Rekalidou & Pliogou, 2006).
Dyer et al. (2016) reported that a “project-based curriculum” allowed their students to
work together on different projects. The purpose of this project was to give students the
opportunity to have a good time with their friends while feeling accomplished in their individual
skill set. The collaborative efforts helped move the project toward successful completion. Results
BEST PRACTICES FOR POSITIVE CLASSROOM ENVIRONMENT
37
indicated that meeting students’ social and emotional needs motivates students to participate and
learn.
Social emotional learning is a tier-one universal intervention that is conducted in the
classroom by the teacher. Teacher beliefs are key factors of their perceptions and judgments,
which in turn affects their teaching practices (Brackett et al., 2012). Because teachers are
generally the primary individual that implements the SEL programming, their attitudes about
SEL can affect the adoption, sustainability, and impact of the program. Social-emotional
competence is a critical factor to target, with universal preventive interventions that are
conducted in schools, because the construct (a) associates with social, behavioral, and academic
outcomes that are important for healthy development; (b) predicts important life outcomes in
adulthood; (c) can be improved with feasible and cost-effective interventions; and (d) plays a
critical role in the behavior change process (Domitrovich et al., 2017).
The social and emotional support that teachers provide for their students has promoted
not only the students’ social-emotional health, but also their academic efficacy. And can
potentially increase students’ chances of successfully transitioning into secondary school,
graduating on time, and attending college. It is important for teachers to provide social and
emotional support for their students. It is also important for teachers to have a clear definition of
their role including social-emotional support in their responsibilities (Phillippo & Stone, 2013).
Phillippo & Stone (2013) stated that a positive and strong student-teacher relationship
promotes resiliency in children. One of the protective factors promoted within the development
of resilience is the relationship with an adult outside of the home, such as teachers. Goldstein and
Brooks (2013) indicated that 20 years of research shows that protective factors aid in a child’s
ability to bounce back from trauma or unfortunate setbacks (Goldstein & Brooks, 2013).
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38
Teachers’ ability to recognize early signs of distress in their students is an important component
of providing social emotional support.
Self- Determination and Teachers Ability to Promote Social Emotional Support
Self-determination theory (SDT) developed by Deci and Ryan (2016) explains the role
that extrinsic and intrinsic motivation has on the development of an individual’s personality and
behavioral self-regulation. The self-determination theory focuses on human motivation,
personality, and optimal functioning. SDT is a sub-theory of motivation and it is concerned with
the motivation behind the choices individuals make without interference and external influences
(Deci & Ryan, 2016). SDT also looks at the perceived locus of causality, a person’s will power,
and perceived choice. These concepts are related to the theory that humans have three innate
psychological needs: competence, autonomy, and relatedness (Deci & Ryan, 2016). Self-
determination theory is critical in understanding how teachers perceive their own ability to
structure positive social emotional classroom environments.
Competence is the desire to control and master the environment while having feelings of
effectiveness and adequate abilities to handle a task. Competence focuses solely on an
individual’s internal state of mind as they set clear goals and utilize metacognitive skills to assess
their own thoughts. Autonomy is the feeling of being the cause of one’s own behavior, to have a
sense of free will when doing something, or to act out according to personal interests and values.
Autonomy is also having the ability to make choices that are perceived as a choice. When
someone perceives they are making their own decision, it leads to increased motivation and
interest in a task. Lastly, there is relatedness—which deals with the desire to “interact with, be
connected to, and experience caring for other people.” This includes our actions and daily
activities as well as teamwork and collaboration.
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39
This theory situates the experiences of teachers that are able to successfully foster a
positive social, emotional, and behavioral environment within their classrooms. Self-
determination theory focuses on the degree to which an individual’s behavior is self-motivated
and/or self-determined. Teachers who decide to actively engage their students who demonstrate
social-emotional behavior challenges, are making an individual choice. SDT focuses on the
belief that human nature demonstrates persistent positive features; it also shows the effort and
commitment in their lives called “inherent growth tendencies.”
As the inclusion of students with disabilities—specifically social, emotional, and
behavioral issues or disorders—is evolving, previous research indicates that a teacher’s
perception and sense of efficacy is a huge factor in the successful integration of students with
disabilities into the general education environment. Self-determination theory provides a
framework to better observe and understand the experiences of teachers that serve special
education students.
Teachers who make the choice, practice autonomy, and have a positive outlook on the
full inclusion of students with social, emotional, and behavioral challenges could decrease the
amount of stress that they feel on a daily basis. Teachers are more likely to thrive when trained
on effective ways to include students with disabilities within their classrooms. Teachers must
demonstrate a strong sense of competence when preparing to instruct a full inclusive classroom
by developing clear and reachable goals. Teachers must also recognize what they do not know
about integrating students with social, emotional, and behavioral challenges into the classroom
so that steps can be taken to provide all students with an environment conducive to learning.
Relatedness is pertinent to this study because no teacher or professional knows all there is to
know about the instruction of fully inclusive classrooms (between teachers, school psychologists,
BEST PRACTICES FOR POSITIVE CLASSROOM ENVIRONMENT
40
parents, special education teachers, specialists, etc.). Teachers should utilize their previous
experiences by trading ideas and suggestions about things that worked and did not work when
dealing with students with severe behavioral challenges. Teachers should also be open to
professional development that focuses on behavioral interventions as well as social emotional
learning integration within the classrooms.
Self-Determination: Agency, Efficacy and Resilience (AER)
The intensity of teaching diverse students can potentially be decreased by utilizing
agency, efficacy and resilience (AER). These are crucial components of the self-determination
theory which is largely based on personal causation and autonomy. This combination of internal
principles of behaviors are especially important for teachers within the classroom because they
deal with their own personal issues and challenges as well as those of their students. Agency and
efficacy promote hopes of success. Agency starts with the belief that people have the ability to
influence their lives and environment while being shaped by social and individual factors.
Efficacy, as previously discussed, is the belief in one’s ability to succeed. Resilience is the
internal strategy that teachers use to remain motivated and positive despite what gets thrown
their way throughout the school day.
By exhibiting agency, teachers can address and overcome many challenges. Self-efficacy
beliefs are influenced by the conditions of environments that teachers encounter, conditions that
clearly affect teachers’ goals and determines how environmental (school-based) opportunities
and impediments may be perceived (Bandura, 2006). High efficacy beliefs influence (and are
capable of predicting) the outcomes that teachers expect of themselves as well as their overall
behaviors, which have been positively associated with teacher behaviors within the school
environment (Bandura, 1997; Keogh et al., 2012).
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41
Resilience is a trait that can continue to develop or dissipate over time. Teacher
resilience, specifically, is the utilization of energy to achieve the goal set for the school despite
the adversity that may occur. Williams (2003) states that the majority of teachers are affected by
similar circumstances, and these circumstances cause them to leave the profession. Many
teachers, however, choose to stay. Those teachers who continued despite the adversity
demonstrated resilience (Keogh et al., 2012). Thus, increased self-determination aids teachers in
their ability to thrive despite the challenges faced when having students with social-emotional
behaviors in the classroom on a daily basis.
Resilience can be viewed as a product of teacher self-efficacy, which in turn contributes
towards their feelings of positive agency and their ability to intervene proactively in the
classroom. Along with adequate pre-service training and courses, opportunities to develop
teacher qualities (including AER) need to be embedded both in teacher education programs and
in teacher mentoring and induction programs, thereby facilitating a less stressful entry into the
profession (Keogh et al. 2012). Teachers should possess their own self-determination and desire
to foster a positive social-emotional environment for their students and to thrive in the profession
with the rise of students with social-emotional disabilities.
Research supports that one manner in which individuals acquire problem-solving skills is
through their personal experiences, such as constantly working to solve the problems they face in
their daily environments (Berg & Strough, 2011). Problem-solving has a variety of definitions
which range from more exact methods to methods with less structure that can yield more than
one “right” answer (Berg & Strough, 2011; van Merrienboer, 2013). Therefore, life experiences
present opportunities to apply the problem-solving strategies teachers have learned in one
context to a novel context.
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42
Summary
This literature review examined two theoretical constructs: Deci and Ryan’s (2006) self-
determination theory and Keogh’s (2012) self-determination: Agency, Efficacy, and Resilience
(AER). They also examined general education teachers’ ability to foster a positive social-
emotional environment for students with social, emotional, and behavioral challenges and
relevance to this dissertation. Past and present research provided examples to promote a
comprehensive understanding of how these constructs can influence general education teachers’
abilities to instruct students with mental health needs and disabilities. Chapter 3 will explain how
the researcher intends to apply these theoretical constructs in a qualitative, multi-measured
approach that includes interviews of seven general education teachers who instruct a full
inclusive class with students who present with social, emotional, and behavioral challenges.
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43
Chapter Three: Methodology
Introduction
This chapter presents the research design, sample and population, instrumentation, data
collection, and data analysis process that was used in this study. The purpose of this study is to
investigate the overall practices general education teachers implement in their classrooms to
foster a positive social and emotional environment for students with social, emotional, and
behavioral challenges. In the previous chapter, a discussion of theoretical frameworks such as
self-determination theory and self-determination: agency, efficacy and resilience provided a
more comprehensive idea of how teachers can choose to foster this environment within their
classroom. A review of the literature suggests that there is (1) a lack of mental health practices to
successfully include students with severe behavioral challenges into the classroom; (2) an overall
negative perception of full inclusive practices and feelings of unpreparedness; (3) an importance
and prevalence of social emotional learning. This study seeks to investigate what strategies are
successfully being implemented to assist students presenting with problem behaviors in the
classroom. This study looks to investigate teachers’ perception of mental health support within
the schools, the role they play in supporting the mental health development of their students,
their self-efficacy in supporting this population of students, and how prepared teachers feel when
instructing students with social, emotional, and behavioral challenges.
The study answers the following research questions:
1. What do general education teachers know about instructing students with social
emotional and behavioral challenges?
2. Which practices are general education teachers implementing to foster a positive social-
emotional environment for special education students with social, emotional, and
BEST PRACTICES FOR POSITIVE CLASSROOM ENVIRONMENT
44
behavioral challenges?
3. What challenges do teachers face when attempting to include students with emotional and
behavioral needs into the general education environment?
Research Design
A qualitative multi-measured case study methodology will be employed for this study
(Creswell, 2007; Merriam, 2009). According to Maxwell (2013) and Merriam (2009), qualitative
research is unstructured or semi-structured and allows for revealing motivations and values. It
utilizes interviews and observation while typically relying on a smaller sample size—which is
less generalizable, but often richer in detail. Maxwell (2013) explains that the qualitative
researcher utilizes inductive approaches and often begins with the question: What do I want to
come to know through this research? Qualitative case studies present with a greater advantage
due to their ability to capture complex action, perception, and interpretation (Merriam, 2009).
Merriam (2009) describes the qualitative research structure as a funnel shape, which is
wide in nature, and then narrows to a more specific outcome. In qualitative research, the
researcher has a broad general interest in a particular area, considers what has already been
studied, and then determines why further study may be valuable. According to Merriam (2009), a
bounded system is a single entity, a unit around which there are boundaries. This could be a
single person, a program, a group, an institution, a community, or a specific policy.
For the purposes of this study, a qualitative, multi-measured method research framework
was the selected approach; multi-measured because of the multiple forms of data collection,
including surveys, interviews, and observations. This was the most appropriate methodology as it
allowed for a comprehensive and unique description and an analysis of a bounded system
(Merriam, 2009). In the context of this study, the focus surrounds a single unit of analysis:
BEST PRACTICES FOR POSITIVE CLASSROOM ENVIRONMENT
45
general education teachers who appear to be successfully working with special education
students with varying levels of social, emotional, and behavioral problems in a public-school
setting. This methodology was selected to help the researcher gain a better understanding of
general education teachers’ perception of the inclusive practices of special education students
who present with social, emotional, and behavioral challenges in the general education
environment. The general education teachers’ overall knowledge of mental health, their ability to
support and instruct this population, and their level of preparedness in teaching students with
social, emotional, and behavioral challenges will also be studied.
According to Merriam (2009), there are three special features that guide a qualitative case
study: particularistic, descriptive, and heuristic. For the purposes of this study, the particularistic
and heuristic features were researched to be the most appropriate.
The first research feature is particularistic, which focuses on a specific situation, event,
program, or phenomenon (Merriam, 2009). This feature is essential to the case study because it
focuses on the practical problems, questions, or situations that arise in everyday practice
(Merriam, 2009). In the case of this research study, the specific situation was identifying general
education teachers who have been successful in supporting the learning and social emotional
needs of students with social, emotional, and behavioral challenges. This study is also heuristic,
which means the case study should enlighten the reader’s understanding of the phenomena being
researched (Merriam, 2009). This research study’s purpose was to identify the best practices that
general education teachers implement within the classroom to socially and emotionally support
their students who present with social-emotional and behavioral challenges. Additionally,
information was gathered on general education teachers’ basic knowledge of mental health, full
inclusion of special education students with social, emotional, and behavioral challenges, and
BEST PRACTICES FOR POSITIVE CLASSROOM ENVIRONMENT
46
their ability to indicate how they feel when teaching a full inclusive environment. General
education teachers were asked about their perception and confidence level regarding
incorporating social emotional learning into their classrooms.
Sample and Population
The research conducted was a qualitative collective case study. Data was collected and
analyzed from seven primary general education teachers who have students in their classes with
severe social, emotional, and behavioral challenges (Merriam, 2009). Purposeful sampling is
based on the belief that the researcher deliberately selects a particular place, person, or activity to
observe. These observations are believed to gain relevant insight into the topic of interest that
cannot be gathered from other random choices, therefore a specific location and sample of
participants was used to gather such information (Maxwell, 2013; Merriam, 2009). The
advantage in utilizing purposeful sampling is having the ability to retrieve an abundance of
information relevant to the study (Patton, 2002). The subjects for this research project are the
general education teachers who have been identified by their administrator (principal) as
individuals who are successful in supporting the learning needs of special education students,
especially of those who present with social, emotional, and behavioral challenges.
Site Selection Criteria 1
This study was conducted in an urban elementary school with a large, low-socioeconomic
student population. Urban schools located in low socioeconomically-defined neighborhoods
often have a larger population of students with social, emotional, and behavioral challenges
(McCurdy et al., 2003; Qi & Kaiser, 2003). The school site selected allowed for interviews and
observations to be conducted with their general education teachers. The school site selected is
also considered a socioeconomically disadvantaged school where all students are eligible for the
BEST PRACTICES FOR POSITIVE CLASSROOM ENVIRONMENT
47
free lunch program.
Site Selection Criteria 2
The classroom was a general education classroom with special and/or general education
students who demonstrate social-emotional behavior challenges. Social-emotional behavior
challenges may include but not limited to: defiant/oppositional behavior, emotional outbursts,
loud/disruptive behavior, eloping, tantrums, property destruction and inappropriate language
(Allday et al., 2012; McArdle & Thompson, 1993). Teachers did not have to disclose if the
students demonstrating negative behaviors have an IEP.
Recruitment Process
At a weekly staff meeting, the administration presented the information form about the
study to all staff members in attendance. Administration reviewed the information form and
informed the staff that this study was voluntary and would not impact their current position or
relationship with the researcher if they chose not to participate in the study. After explanation of
the study and to ensure confidentiality of willing participants, administration told staff to
complete the brief survey on the back and turn it in face down if they wished to participate in the
study. Administration told staff that if they did not wish to participate in the study, to turn the
form in blank face down. The signed information sheets and completed surveys were separated
from the blank ones. The individuals selected were those who identified having students with
social or classroom behavior challenges, identified that those students’ behaviors are manageable
within their classroom, and identified that those behavior changes are in part due to their own
teaching abilities/style. The teachers who met the criteria were given a full disclosure letter and
consent form be interviewed and observed.
The participants were provided the interview protocol to understand their participation in
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48
the study and had the opportunity to review the questions they were asked. They were reminded
that they did not have to answer any question that they did not want to answer but must give
consent to be recorded in order to participate. After the interview, the participants were observed
in their classrooms twice a week for approximately 30 minutes. The data from the interviews and
observations was compiled and the results were analyzed. After the completion of the research
all data was destroyed.
Instrumentation
The focus of this study was to understand which practices elementary general education
teachers were utilizing to foster a positive social-emotional environment within the general
education classroom for students with behavioral challenges. Due to the push for full inclusion,
teachers are expected to have students with and without disabilities in their class who exhibit
maladaptive behaviors. With the increase in mental health challenges within school aged
children, it is likely a teacher will have at least one or two students with behavioral challenges,
with or without an IEP.
The chosen teachers were individuals who self-reported that they had students who
generally demonstrate negative behaviors within the school environment whose behaviors appear
to be manageable within their classroom due to the teachers’ techniques/strategies. This study
focused solely on general education teachers’ perceptions and behaviors. Thus, surveys,
interviews, and observations were the forms of instrumentation used to gain insight and collect
data for this study. These methodologies allowed the researcher to gain information on how
teachers support students with mental health and behavioral challenges, and on the teachers’
strategies to support the learning needs of their students with social, emotional, and behavioral
challenges (while recording their thoughts on social-emotional learning). These multiple
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49
methods of measures gathered data to understand teachers’ perception of their role with regards
to their support of students’ mental health, their feelings of preparedness, and their ability to
teach students and determine if reported strategies are truly being implemented within the class
environment. During observations, teacher tolerance was also examined, providing insight of
teachers’ overall behavior toward their students who demonstrate significant social and
emotional behavior challenges.
Surveys
According to Fink (2016), surveys are used to collect information that describes,
compares, or explains individual and societal knowledge, values, etc. The survey was used to
determine which teachers have students with severe social, emotional, and behavioral challenges
in their classrooms and which teachers would be a good fit for the research study. The survey
looked into teachers’ feelings of being able to handle students with behavioral challenges within
their classroom. Teachers who identified that they have students who generally have social,
emotional, and behavioral challenges but believe that the student’s behavior within their
classroom is manageable and appropriate are an example of teachers that feel self-efficacious
enough to instruct these students. The survey allowed the researcher to gain information
regarding teachers’ ability to identify students with severe social, emotional, and behavioral
challenges. The survey contained three yes or no questions regarding negative behaviors and
teacher ability to deal with said behavior, and one short-answer question about teachers’ thoughts
and feelings about full inclusion, preparedness with instructing and fostering a positive social-
emotional environment for students with behavioral challenges, targeting and implementing
behavioral strategies within the general education setting, and prevalent mental health disorders.
The survey was given to the general education teachers prior to interviews and observations to
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50
assess prior knowledge and feelings. This was a basis for follow-up questions during interviews
and a reference for particular behaviors, responses, and interactions to during observations. The
survey helped answer research questions: (1) How do general education teachers demonstrate
their understanding of instructing students with social emotional and behavioral challenges? (2)
What challenges do teachers face when attempting to include students with emotional and
behavioral needs into the general education environment?
Interviews
In order to gain a deeper understanding of what general education teachers are doing as
well as their perception of efficacy, preparedness, and social-emotional learning, interviews of
the selected general education teachers will be conducted. Interviews are conducted to gain
insight on thoughts, feelings, behaviors, and intentions that cannot be observed or identified
without further explanation, and they provide information regarding past experiences that cannot
be recreated (Merriam, 2009; Patton, 2002). The purpose of interviewing is to allow the
researcher to enter into another person’s perspective and past experiences, which provides
internal experiences (Patton, 2002). In this study, interviews from the participating teachers were
used to understand what the teachers are feeling including their comprehension of mental health,
the behaviors they witness on a daily basis, and their perception of instructing and supporting
students with social, emotional, and behavioral needs. The interviews also gauged their feelings
of preparedness and efficacy with implementing social emotional learning techniques or
strategies for students with social emotional and behavioral challenges.
Interviews helped answer the following research questions: (1) What do general
education teachers know about instructing students with social emotional and behavioral
challenges?; (2) Which practices are general education teachers implementing to foster a positive
BEST PRACTICES FOR POSITIVE CLASSROOM ENVIRONMENT
51
social-emotional environment for special education students with social, emotional, and
behavioral challenges?; and (3) What challenges do teachers face when attempting to include
students with emotional and behavioral needs into the general education environment?
An interview protocol was constructed to inform the participating teachers of the purpose
of the study. The interview protocol asked for permission to proceed, provided guidance through
the interview to remain on track and ensure enough data is collected, and thanked the participant.
Each interview question was developed to gain insight into teachers’ knowledge and perception
of mental health, their perception on supporting special education students with social,
emotional, and behavioral challenges, and how capable they are and how prepared they feel in
instructing students with social, emotional, and behavioral challenges. The main purpose of the
interviews is to identify common themes, if any, among the general education teachers who
foster a positive, conducive learning environment.
Observations
According to Merriam (2009), observation is the best technique to use when an actual
event, situation, or phenomena can be observed firsthand. Observations make it possible to
record behavior as it is actually happening. It provides minimal knowledge of the specific
behavior used in future interviews (Merriam, 2009). Several bservations were conducted with
each participant to observe teacher engagement and tolerance and to determine if strategies
reported by the interviewees are being utilized in the classroom. The observer sat in a corner of
the classroom so that the classroom was fully visible. The observation strategy varied from
teacher to teacher due to the individual set up of each classroom. As the class transitioned, the
observer moved to the optimal position to ensure that accurate, observational data was collected.
Observations helped answer research questions: (1) What do general education teachers
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52
know about instructing students with social, emotional, and behavioral challenges?; (2) Which
practices are general education teachers implementing to foster a positive social-emotional
environment for special education students with social, emotional, and behavioral challenges?;
and (3) What challenges do teachers face when attempting to include students with emotional
and behavioral needs into the general education environment?
Table 1
Matrix of Research Question to Instrument and Element of Conceptual Framework
Research Questions Instrument Element of Conceptual
Framework
What do general education teachers
know about instructing students with
social emotional and behavioral
challenges?
Survey questions 2;
Interviews questions:
2, 4, 5, 6, 10;
Observations
Self-determination:
agency, efficacy,
resilience
Which practices are general
education teachers implementing to
foster a positive social-emotional
environment for special education
students with social, emotional and
behavioral challenges?
Survey questions 3;
Interviews questions:
7, 8, 9;
Observations
Self-determination:
agency, efficacy,
resilience;
Problem Solving
What challenges do teachers face
when attempting to include students
with social, emotional and behavioral
needs into the general education
environment?
Survey questions 1;
Interview questions:
1, 3;
Observations
Self-determination:
agency, efficacy,
resilience;
Problem Solving
Data Analysis
Initial data was organized by the researcher and individual instrument used (e.g. survey,
interview, observations). The unit of analysis for surveys, interviews, and observations was
selecting teachers who self-reported that they demonstrate the ability to foster a positive social-
emotional environment. Teachers were asked by an individual unrelated to the research to
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53
participate in the study via study protocol. Teachers who agreed to participate signed the
informed consent. Chosen participating teaches were recommended by their principals for having
low referral rates, behavioral management skills, and positive interactions with their students.
The data from the interviews was read and transcribed. Information from the interviews
was placed into emergent themes. Additionally, a priori themes were developed to provide
insight and emergent themes were developed within the theoretical framework. An interview
matrix was created to code the interview data and organize pertinent information that identifies
with the theoretical framework.
The observations were used to validate the information teachers provided in their
interviews, on how they feel about instructing students with social, emotional, and behavioral
challenges, and to validate the perception of teachers’ demeanor when dealing with these
students. Based on the coded themes, the observer looked for specific behaviors addressed in
each teacher’s interview and survey to determine creditability of behaviors discussed and
observed.
Trustworthiness and Credibility
Participants may be susceptible to saying what they believe the interviewer wants to hear
and may respond to the survey in an overly confident way (Heppner, Wampold, & Kivligen,
2007). Thus, observations were included to ensure that thoughts, feelings, and actions align.
Triangulation method was used to see if the survey, interviews, and observations all supported
the same conclusion (Maxwell, 2013). To ensure credibility, the survey questions and semi-
structured interview questions remained the same. Utilizing the same survey and interview
questions with all participants reduced the risk of bias from the interviewer, thus having the
research carried out as ethically as possible (Merriam, 2009).
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54
Conclusion
This chapter presented the research design methodology that was used to explore what
strategies general education teachers use to foster a positive social emotional environment. By
using the case study method described by Creswell (2014), Merriam (2009), and Patton (2002),
data was collected using a systematic process that was checked to ensure validity and reliability.
The research was collected using surveys, interviews, and observations. The collected data was
analyzed to identify themes that emerged. Data was triangulated to ensure validity. The findings
of this study will be further explored in Chapter Four.
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55
Chapter Four: Results
The purpose of this study was to identify the strategies that general education teachers
implement to foster a positive social-emotional environment for all elementary students,
including those with special needs. This chapter presents the findings that emerged from data
collection and analysis of the data. The data collected for this current qualitative collective case
study looked to answer the following research questions:
1. What do general education teachers know about instructing students with social
emotional and behavioral challenges?
2. Which practices are general education teachers implementing to foster a positive social-
emotional environment for students with social, emotional, and behavioral challenges?
3. What challenges do teachers face when attempting to include students with emotional and
behavioral needs into the general education environment?
Using self-determination theory, a protocol was created to examine the experiences of
seven elementary general education teachers. An intake survey was used to assess the eligibility
of seven elementary general education teachers, and structured interviews and observations were
conducted to collect data (Maxwell, 2013; Merriam, 2009; Weiss, 1994). The participating
teachers were chosen to gain insight on the perspective of the participants in their ability to foster
a positive social emotional environment for students who present with social emotional and/or
behavioral challenges.
To ensure that the qualitative case study was followed, each general education teacher
was treated as a separate case in the process of data analysis (Bogdan & Biklen, 2007; Merriam,
2009). Findings of the cases are presented through the lenses of the conceptual framework of the
self-determination theory and self-determination: agency, efficacy and resilience (Deci & Ryan,
BEST PRACTICES FOR POSITIVE CLASSROOM ENVIRONMENT
56
2016). Through the self-determination theory, the study evaluated the autonomy, agency,
efficacy, competence, and resilience teachers possess to handle students with social emotional
and behavioral challenges within the classroom environment (Spilt, Koomen, & Thijs, 2011).
Finally, the findings are organized by each individual research question. The self-
determination theory provided a compelling framework to code the rich information gathered
from structured interviews. Themes ranging from resource navigation to general
misunderstanding of the needs of students who struggle with social, emotional and behavioral
challenges, are embedded into each section.
Conceptual Framework
The conceptual framework for this study is based on self-determination theory, self-
determination: agency, efficacy, and resilience theory (Deci & Ryan, 2016), and problem solving
(Berg & Strough, 2011; van Merrienboer, 2013). Teachers who are self-determined focus on the
choices behind their decisions and not the external influences. The theory focuses on a teacher’s
locus of causality, their will power and perceived choice. Additionally, the self-determination:
agency, efficacy, and resilience theory looks at how despite all the challenges thrown at them,
self-efficacious and resilient teachers who promote hopes of success remain motivated and
positive despite what challenges arise (Bandura, 1997; Keogh et al. 2012). Problem-solving has a
variety of definitions which range from more exact methods to methods with less structure that
can yield more than one right answer (Berg & Strough, 2011; van Merrienboer, 2013). In the
current study, the targeted population was elementary general education teachers who had
students with social emotional, and/or behavioral challenges in their class who perceived that
these students’ behaviors were manageable within their classrooms.
Participants
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57
Participating general education teachers consisted of six females and one male with a
different number of years of teaching experience ranging from two years to 19 years. Three
teachers obtained bachelor’s degrees in Liberal Studies, one teacher in Liberal Arts, one teacher
in Political Science, one teacher in Social Science and one teacher in Business. All participants
indicated that they did not have any special education background since becoming a teacher. All
participating teachers indicated that they had students with social, emotional, and behavioral
challenges in their classroom, they believed that the students’ behavior was manageable and they
attributed that, even if in part, to their own abilities. Participants agreed that it was their
responsibility to instruct students with social, emotional, and behavioral challenges. Participants
revealed that although they did not feel that they had adequate training or support, they believed
that they were able to handle and control the behavior within the classroom. Interviews indicated
that participants demonstrated the agency, efficacy and resilience to continue in the field of
education and the competency to instruct students with social, emotional, and behavioral
challenges despite a lack of resources and preparation.
Table 2
Participant Demographic Information and Survey Results
Participant Position Years
Teaching
Question 1* Question 2* Question 3*
Karen 3
rd
grade 18 years Yes Yes Yes
Tatiana 4
th
grade 7 years Yes Yes Yes
Joann 5
th
grade 19 years Yes Yes Yes
Christine 5
th
grade 3 years Yes Yes Yes
Martin 3
rd
grade 15 years Yes No Yes
Lauren 1
st
grade 11 years Yes Yes No
Brenda 2
nd
grade 2 years Yes Yes Yes
*Question 1: Do you have students in your classroom who present with behavioral challenges,
whether social or classroom behavior?
*Question 2: Do you feel that you are able to manage the student(s) behavior within the
classroom?
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58
*Question 3: Do you attribute the management of behavior in part if not all to your own teacher
style and ability?
Findings for Research Questions
Research Question #1: What do general education teachers know about instructing students with
social emotional and behavioral challenges?
Navigating Outside Resources
All participants referred to a program called Capturing Kids Hearts (CKH) which
consisted of a two-day training that instructed teachers on how to promote a positive
environment within the classroom (affirmations, greeting each student, and allowing students to
self-reflect on their behavior rather than stating instructions in a negative manner). For example,
Joann stated, “It is three positives to every negative to get to know your students and help build
relationships, so they feel more open to follow the social contact without you [the teacher]
having to deal with discipline.” During the observations, participants were seen greeting their
students as they came into the classroom. Although participants mentioned Capturing Kids
Hearts, some participants did not feel that it was always effective. Martin stated, “We’ve gotten a
lot of Capturing Kids Hearts training. And I don’t know how much that’s helped. I’ve tried it and
sometimes it works, the positive behavior support works. But I find a lot where it’s like okay, the
four questions that we’re supposed to ask, those didn’t work. Now what?” Additionally, all
participants believed that it was their responsibility to include and teach students with social,
emotional, and behavioral challenges in their class. During observations, Martin would often
praise his students often for engaging in appropriate behavior. Students were praised for raising
their hand and actively engaging in their classwork. For example, Joann stated, “I think it is my
responsibility because I think every student should be counted and every student has a chance to
learn. They might learn differently, and they might be troubled sometimes but they’re still a child
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59
and they’re still going to be our future so have to help them and it’s my job to get them going.”
Christine indicated, “Yes, it is my responsibility. If they’re in my classroom, I’m going to work
with all of them, no matter what, and try to adapt, or tailor certain activities or lectures to them to
try to help them out.” This finding directly relates to the self-determination theory which posits
that when teachers feel agency, they can be competent in serving children with various
educational needs.
Even with CKH, Karen, Tatiana, Christine, Martin, Lauren, and Joann indicated that they
did not believe that they received enough training or preparation to handle the types of social,
emotional, and behavioral challenges that they face on a daily basis. Martin stated, “No. Not
enough training with the social-emotional behaviors that we deal with. I think at this school we
have a lot of unique challenges that we need to be further trained with how to deal with.”
Christine indicated that, “I think the training gives a good idea, but you’re never 100% sure what
you’re going to come in to because every kid is different. So, it gives you some background and
some tools to use, in case you encounter students with some of those things, but you don’t know
what it’s going to be like when you have more than just one student when you’re in the
classroom and you have to try to balance all of them out.” Brenda thought she has had sufficient
training and has been teaching for two years. Brenda stated, “With the current and past students
I’ve had, I would say that I’ve had sufficient training, if the behavior gets more severe, I would
need more support. I am kind of at my limit of what I can handle with behavior. If the behavior
becomes more challenging [outside of verbal outbursts], I would have to ask for assistance
because I would not be prepared for that.” During observations, Brenda made attempts to calm a
male student who was upset and his voice level was becoming louder. Brenda asked the student
to go to his seat. When the student did not calm down, Brenda proceeded to call for the behavior
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interventionist to the classroom for support. Additionally, she stated that although she believes
that she currently has enough training to handle the behaviors she has experienced, she would be
open to more training. All the teachers possessed a sense of autonomy, they knew their
responsibilities, but were also aware and took ownership that they did not believe that they had
sufficient training to handle the behavior that was displayed daily. Their love and passion for
their students and teaching made it worth it (Split et al., 2011; Gagné & Deci, 2005).
Misunderstanding the Needs of Students with Special Needs
Brenda, Lauren and Martin believed that students with social, emotional, and behavioral
challenges should have consequences to their behavior but there should be a specific plan written
to indicate what those consequences are so that the student understands the consequences for
their behavior. For instance, Brenda stated, “I think it’s important to have a plan for them to have
consequences.” All participants reported wanting to promote equity and equality in their
classrooms regarding behavior and believe that children with challenges require more chances,
however, they do not want to ignore the behavior causing the student to get a sense that the
behavior is acceptable and that their behavior does not yield consequences. For example, Joann
says, “It is important that there is a plan for them to have consequences. When it is a student with
behavioral challenges, their consequences are not the same as a typical student that does not have
that, so there needs to be a plan, and you throw them in and hoping for the best it’s hard on
teachers because we’re trying to be fair and equitable and making sure that everyone has the
same consequence, and if not, there needs to be a written plan for that.” While observing Brenda
on two different occasions, two separate students demonstrated the same frustrating behaviors.
This behavior was shouting out at another student who upset them. For student A, whom
appeared to bounce back from the incident was informed that he would have five minutes of his
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recess taken away. While for student B, who was having a difficult time bouncing back, was
asked to her desk where she talked to him and comforted him. She informed Student B that he
could sit at his desk and relax.
All participants indicated that the severity of behaviors that are demonstrated in their
classroom require different approaches for each individual student. All students do not respond
to the same intervention the same way. Joann and Lauren both stated, “No, I don’t use the same
strategy. Every student learns differently and responds differently.” Lauren specifically stated,
“What strategy works for one student may cause another student to have a meltdown.” At times,
this requires a trial and error approach when first interacting with their students. Some students
require more chances than others and simple opportunities to be praised for positive behavior
(e.g., sitting quietly for two minutes, starting an assignment, completing an assignment,
participating in class etc.). Martin stated, “I have one student that I have to monitor his behavior
about every half hour and mark down how he’s been, as far as being safe, being respectful, and
being responsible.” Martin’s observations confirmed, his behavioral strategies. There was one
particular student that he checked in with regarding his behavior. Additionally, Martin was
observed praising students who were on task whom he had to redirect prior. Students with
behavior challenges have different consequences than those that do not exhibit extreme
behaviors. Christine, Brenda, Martin, Lauren and Karen mentioned that their needs to be a plan
for consequences for these students so that they understand that the behavior is still not
acceptable but will reduce the chances of an escalation of behavior when the consequence is
presented or discussed. Brenda stated, “If it’s not the best for that child to have the same
consequence as everybody else, then there needs to be almost a written plan for that.” Brenda
and Lauren were observed checking in with students regarding a specific behavior goal. The
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student and the teacher discussed if the student required a 1, 2, or 3 for their behavior during that
block of time. The check-in sheet was specific to their individual behavior challenges.
Participants indicated that they have students within their classroom that demonstrate
social, emotional, and behavioral challenges and also have an IEP. Brenda stated, “When
something upsets them, they respond in probably inappropriate ways. Whether it’s yelling or
storming out of the classroom or, you know, swearing at the top of their lungs. Or pushing chairs
and pushing other kids.” Joann indicated, however, that the majority of her students with social,
emotional, and behavioral challenges have not been identified to have a disability or receive
additional services. Joann, Christine, and Tatiana indicated that behavioral challenges do not
always mean the student requires special education services, they just need interventions and
coping strategies to deal with their emotions. While self-determination theory provides teachers
with the agency they need to manage classrooms comprised of students with different needs,
there is a critical lack of awareness about the specific things that teachers need to do to manage
those needs effectively. Although there are some students who are hyperactive, the majority of
their students’ behaviors stem from being upset and reacting negatively. Thus, feedback points to
gaps in competence about what to do with these students even though there is a general feeling
of self-determination to choose what to do to the best of their abilities. Martin says, “Although I
feel that I can manage the behaviors that occur in my classroom, I do not know any specific ways
to intervene decrease the behavior from occurring. It’s as if I am just reactive instead of
proactive and with the type of social emotional behaviors that our campus has I do not believe
we have enough training.”
Research Question # 2: Which practices are general education teachers implementing to foster a
positive social-emotional environment for students with social, emotional, and behavioral
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challenges?
Uncertainty about Expectations in Managing Students with Social Emotional and/or
Behavioral Challenges.
Students with social emotional and/or behavioral issues may cause challenges with
instruction and classroom environment. Some of the participants shared that the strategies they
implement are not necessarily research-based but experience-based and trial and error. Karen
stated, “But I think my training came from just my personal experience as a mother, not formal
training.” All participating teachers indicated that they do not use the same strategies for all of
their students. Joann, Brenda, Martin, Christine and Karen reported that although strategies are
similar, they are catered to that individual student and come from getting to know and understand
their students. For example, Christine shared that she has a general behavioral system for all her
students. However, for more severe students she has to change it up, “My students that I know
have some different behavioral or just difficult backgrounds, I would give them more chances
and talk to those students a little bit more before asking them to move their clip down.”
Observations yielded inconsistent strategies when it came to addressing a student’s behavior.
While observing, Karen’s class a student continued engaging in disruptive off task behavior.
Initially, Karen addressed the behavior in a calm neutral tone, however as the behavior persisted
her volume increased and her tone became more stern. The student did not respond well to this
and the behavior escalated. Eventually, Karen asked the student to step outside the classroom for
a second. Although, Karen reported that response to behavior should cater to students’
individual need, her approach appeared to be dependent on her own level of frustration.
All teachers referenced CKH, a strategy and training about affirmation and relationship-
building that is being implemented district wide. All participants spoke about affirming their
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students with good and positive behaviors and characteristics they possess. They focus on
positive behaviors being demonstrated around the classroom. They ignore the negative behaviors
and practice affirming the students and ignoring negative behaviors that are presented in the
classroom. Additionally, when a student is not engaging in the appropriate behaviors, the
teachers are supposed to ask four supportive questions which are stated positively to reduce
negative reactions.
All participants also referred to using a social contract within the classroom. The social
contract is a poster of positive characteristics and behaviors that the students should demonstrate
on a daily basis (e.g., respect, kindness, cooperation, etc.). All the students participate in adding
ideas to the contract and when all parts have been agreed upon, students sign the contract. This
looks different at each level and higher expectations are expected for the upper grades. The
social contract is used to foster a positive classroom environment and hold the students
accountable in the classroom. The students chose the characteristics and words that describe how
they want to be treated. Joann indicated, “We want to build a relationship with the students so
they feel more open to follow the social contract without you having to do so much discipline.”
While observing Brenda’s class, a student made an inappropriate comment to another student.
Brenda immediately asked the student, while referencing the social contract, “Is that showing
respect and kindness to others?” Additionally, in Karen’s class, at the beginning of the day, she
asked her students which words from the social contract they were going to focus on that day.
Many of the participants actively utilized the social contract, however Christine inconsistently
reminded students of the social contract, whereas Lauren did not bring focus back to the social
contract at all.
All of the participants referenced breaks and allowing for, as Brenda and Joann put it
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“emotional processing time.” Brenda stated, “Sometimes they need a moment, so trying to just
give them, not thinking time but emotional processing time.” The participants indicated that
some of the students with anger challenges/outbursts require time to calm down before their
behavior is addressed. Examples discussed were allowing the student to run an errand, go visit
another teacher’s classroom, move to the back of the classroom, and/or allowing them to sit at
their desk without being bothered. For example, Joann indicated that,
“I give them [students] room, a big thing is to let them have their time of
struggle, quietness, or refusal to do work and I give them that time because
sometimes they’re just processing things, and if I push them like some
teachers do, that just shuts them down more. So sometimes I give them a
break and send them on an errand to another classroom and when they
return, they’re ready to work again.”
While observing Christine’s class, a student was visibly upset and refused to continue working.
Christine walked over to the student and asked if he needed a break. The student did not respond,
and Christine encouraged him to take some time to calm down and he could come talk to her
when he was ready. Participants indicated that they utilize different strategies for each student.
Moreover, the solution or intervention is related to the stage of the child’s emotional
development (Denton, 1966; Siu & Shek, 2010).
One Shared Behavior Management Tool
Participants indicated that they use a behavior management tool called a “clip chart.”
While Martin and Tatiana indicated that the clip chart is effective if used correctly, all
participants stated that it should not just be a tool for negative behavior. Mark revealed, “a lot of
teachers have used it more of only clipping down and more of a negative thing.” For the clip
chart to be used effectively, the students should be given the opportunity to move back up for
demonstrating good behavior.
For students with behavior challenges, more chances are given before they are told to clip
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down and simple positive behaviors displayed are recognized for the student to move up. Joann
stated, “I found that when they saw their clip going down, they were like it was a chance for
them, for the majority of my class to go, ‘I want to get back up.’”
All participants indicated that if the student does not feel that they will have the
opportunity to move up the clip chart then they have no motivation to change the behavior.
While observing Martin, a student’s clip was on “stop and think.” Martin noticed the student
demonstrating appropriate behavior and informed the student to move his clip up to “ready to
learn.” Lauren was observed inconsistently utilizing the clip up clip down method. It appeared
her frustration level towards a student determined if a student was informed to move their clip
up.
All participants noted tangible rewards that are given weekly and/or biweekly. These
incentives are sometimes individual, group (by table), or whole classroom rewards. For students
with behavioral challenges, individual incentives work better and are often the teachers go to
because the student needs their own reward to work towards.
Overall, all participants indicated that they use similar strategies but modify them based
on the student need. Joann, Martin, Tatiana, Brenda, and Christine feel that the students with
social, emotional, and behavioral issues are teachable but at times require additional support and
attention to be successful in the general education environment. During observation, Martin
actively engaged his students whose behaviors resulted in their clip being moved down. He
intentionally looked for and praised appropriate behavior no matter how minor. He gave
affirmations to the students who were demonstrating appropriate behavior and allowed them to
move their clip up.
Research Question #3: What challenges do teachers face when attempting to include students
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with emotional and behavioral needs into the general education environment?
Frequent Outbursts and Classroom Disruptions
Common and frequent behaviors noted by the participants include anger issues and
tantrums (shouting out, screaming, crying, running around the classroom, walking out of class,
cursing, and picking on/bullying peers ), physical aggression (pushing and/or hitting other
students, and pushing over tables and chairs), defiance, disrespect towards peers and adults,
anxiety, impulsive behaviors, and hyperactivity.
All of these behaviors were reported to be seen daily within the school setting. Lauren,
Brenda, and Martin indicated that many of the physical aggression behaviors occur on the yard
during unstructured time (recess/lunch), however, due to the students having difficulty managing
their emotions, it often transfers over into the classroom. All participants mentioned “verbal
outbursts.”
Brenda stated,
“I experience verbal outburst on a variety of levels. Some are out of
anger or they cannot control. Some [students] don’t know how to process
their emotions, so when something upsets them, they respond in
inappropriate ways, whether its yelling, storming out of the classroom,
swearing at the top of their lungs.”
Several participants indicated that their students with social, emotional, or behavioral
challenges often engage in verbal outburst, which can include but is not limited to screaming,
crying, cursing, and yelling out disrespectful remarks to peers or teachers. All participating
teachers indicated that due to their students’ emotional challenges, it is a directly impacted their
behavior in the classroom. Observations in Brenda and Lauren’s class had several instances of
students engaging in verbal outbursts.
For example, while observing Lauren’s class, Lauren corrected a male student who was
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engaging in banter with another student. Lauren asked the student to return to his seat, he
immediately yelled, “He’s bothering with his stupid butt.” Lauren continued to redirect the
student, but his anger continued to escalate, and he stormed out of the room. Lauren went to the
door and called out for the student. When the student did not return, Lauren went to the phone
and called for support in getting the student to return to class.
In Brenda’s class, a male student was very eager to participate during lecture. The
students were sitting on the carpet and Brenda was teaching a math lesson. The male student
raised his hand, but Brenda chose another student to come up to the board to answer the
question. The male student shouted, “I wanted to do it!” He started grunting and scuffing. Other
students began looking in his direction, but very subtly, and the student shouted, “What are you
looking at me? Don’t look at me stupid b****.” Brenda made attempts to redirect him; she told
him to go to his seat to calm down. The student refused to move and shouted, “No!” Brenda
spent about 10 minutes trying to deescalate the student. He was not able to self-regulate and
Brenda had to call the Social Emotional Learning Specialist to come and remove the student
from the class.
Competence in Academic Instruction is Directly Tied to Challenges Presented by Students
with Social, Emotional and Behavioral Challenges
Participants mentioned a number of challenges that they face when including students
with social, emotional, and behavioral challenges. The most common themes were not being able
to provide direct teaching, not getting to the curriculum, and not having enough support from the
administration. Brenda, Karen, Christine, and Lauren indicated that they often spend so much
time trying to manage behaviors that it makes it difficult for them to get through the curriculum
designated for that day.
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“I think it’s hard because I think they pose a threat to their education as well as others.
We’re dealing with behavior so much that we’re not getting to the curriculum. Focus is lost
because the other kids can’t help but look over and see somebody having a temper tantrum.”
Brenda stated.
The unique thing about this school location within the district is that they now have a
social-emotional learning specialist and two behavioral interventionists in addition to school
based mental health services. All of the participants mentioned how helpful these services have
been to their school this year but does not fix the overall behavior.
While observing Brenda’s whole group instruction of an English Language Arts lesson,
Brenda ceased instruction to correct disruptive behavior of 3 students about 15 times. Some
behaviors did not stop, and a behavior interventionist was called to the class to assist with one of
the disruptive students.
Several participants indicated that having students with severe social, emotional, and
behavioral challenges in their classroom often makes their day challenging. They have difficulty
providing effective direct teaching and getting through the curriculum for that day because they
have to constantly stop and deal with behavior. Christine stated, “I spend so much of my day
correcting students’ behavior that I don’t ever get through my lessons completely.”
Participants, although agreeing that students with social, emotional, and behavioral
challenges should be included in the general education classroom, indicated that having students
with social-emotional issues presents an “educational threat” to the other students. Sometimes,
due to the severity of a student’s behavior, it distracts others students’ and takes their focus and
attention away from the instruction and causes them to miss out on the curriculum throughout the
day. Joann stated, “If they are in my class, they deserved to be taught just like all the other
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students. Many of them are capable, but sometimes their emotional challenges cause [them] to
not be successful academically and disrupts the instruction and work of their peers.”
Administrative Support is Minimal
All participants mentioned the lack of or minimal support from administration. All
participants mentioned the lack of support they feel that they get from administration in terms of
dealing with behaviors and having options for consequences. Martin stated, “I feel like there’s a
lack of support from administration. I know we’re definitely trying to get away from suspending
students.” Martin and Joann indicated that they do not necessarily believe that administration
does not want to help rather they are not able to help. With the state leaning towards alternatives
to suspension, these two participants believe that administration does not know how to deal with
the behavior as well and are not sure what to do. Lauren and Christine felt that the administration
does not do enough and often sends the students right back to the classroom without any
consequences. For example, Christine stated, “I have concerns with the lack of support from
administration. Not that I want the student out of my class, but maybe somebody that can come
in and help with him or her, a little bit more because it takes me away from everything, from all
the students, also.”
Tatiana stated that she has a difficult time knowing how to manage some students,
specifically her student who has anxiety. This student is afraid to come to school due to fear of
something happening to her family while she is at school. Tatiana does not know what she can
do or say to ease the student’s fears that are now manifesting in physical symptoms, such as
stomachaches and headaches. Tatiana stated, “It is frustrating when a student has a behavior and
leaves my classroom for 10 minutes and returns and continues to engage in the same disruptive
behaviors.”
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Summary
Based on data collected by participants, each participant was a general education teacher
with students who presented with social, emotional and behavioral challenges. All participants
except Martin indicated that they believed that they were able to handle the behaviors in the
classroom. Additionally, all participants except Lauren felt that the management of students’
negative behaviors was due to their own ability. Participants believed that they had minimal
resources specifically geared towards handling students with social, emotional and behavioral
challenges. Furthermore, participants lacked competence in their abilities to know what to do
when the known resources and strategies were not successful. Observations indicated that not
only indicated a dependency on support staff excluding administration but a lack of efficacy in
their abilities to effectively handle their classroom. Martin indicated that he had difficulty
managing his students’ negative behavior in the classroom, however observations suggested that
Martin had the most well-behaved class out of all of the participants. Martin’s ability to manage
the classroom and his perceived efficacy in that ability is skewed. Martin’s self-determined
attitude to relate to his students, praise good behavior, and the ability to have his students work
independently with minimal to no negative behavior, indicates that he possessed more strategies
than he is aware of. All participants felt a high since of relatedness to the support staff and leaned
on them a lot for teamwork and collaboration. All participants believed that students with social,
emotional, and behavioral challenges deserve the opportunity to learn in a general education
classroom and felt that it was their responsibility to educate these students as long as they are in
their class. Additionally, all participants indicated similar strategies utilized for students and
indicated that every child is different and what works for one does not work for another and
behavioral strategies are catered specifically to the student’s needs, observations supported this
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claim. Lastly, participants did not feel that they had enough training to deal with the daily
challenges of students with social, emotional, and behavioral needs but still tried to manage the
behaviors that arose to the best of their ability. Participants demonstrated a sense of autonomy in
understanding their strengths and challenges of managing behaviors. They indicated that despite
the behavioral challenges, they still try daily to manage the behaviors and instruct all students
within the classroom. However, the teachers felt they lacked a sense of competence and efficacy
in their overall abilities to manage the behaviors without outside support or additional training.
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Chapter Five: Discussion, Implications and Conclusions
The purpose of this study was to explore what strategies and interventions elementary
general education teachers use within the classroom to foster a positive social-emotional
environment for students with social, emotional, and/or behavioral challenges, and what potential
challenges they face when it comes to working with students with these challenges. The study
was guided by the following questions:
1. What do general education teachers know about instructing students with social
emotional and behavioral challenges?
2. Which practices are general education teachers implementing to foster a positive social-
emotional environment for students with social, emotional, and behavioral challenges?
3. What challenges do teachers face when attempting to include students with emotional and
behavioral needs into the general education environment?
Teachers with high self-determination and efficacy are more effective and passionate about their
students learning and despite the daily challenges of behavior return the next to teach their
students. A teacher utilizing the problem solving and transfer speaks to their experience as a
teacher. The motivation to transfer their prior experience and learning is defined as “the
direction, intensity, and persistence of effort towards utilizing skills and knowledge learned in
training and experience” (Chen, Holton, & Bates, 2005, p. 3). Research supports how a teacher
can be motivated to transfer what they have learned in one setting to a new setting and achieve
success.
Discussion of Findings
There are several derived themes from the findings of this study: (1) participants believed
that is was their responsibility to instruct students with social, emotional, and behavioral
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challenges despite the behaviors demonstrated daily, (2) the participants demonstrated a high
sense of agency, autonomy, and intrinsic motivation, (3) participants had a low sense of
competence and efficacy in their knowledge of appropriately managing challenging behavior,
and, (4) the teachers believed there is a lack of support from administration in how to
appropriately manage and discipline students with significant behavioral challenges. Paying
close attention to students with social, emotional, and behavior issues requires the teacher to be
very intentional with their praise and attention given to the student. Autonomous motivation
involves intentionality and requires the teacher to be intrinsically motivated to actively engage
the student to get the desired outcome which is positive behavior (Gagné & Deci, 2010).
This study revealed what teachers characterized as social, emotional, and behavioral
challenges within the school setting. Participants agreed that there were minimal to no acts of
physical aggression. The common behaviors presented in their classrooms, where angry verbal
outbursts and classroom disruptions. Additionally, the study was to reveal the common social-
emotional behaviors demonstrated within the classroom and how teachers dealt with these
behaviors. Based upon the survey, interviews, and observations, results indicated that although
teachers reported utilizing certain strategies and feelings of handling their classroom disruptions
at times their frustration took over and the teachers became dependent on the outside support of
the behavioral intervention and the social emotional learning specialist rather than their own
strategies. Additionally, Martin reported that his felt that he was unable to handle the behaviors
within the classroom. However, his class environment was typically quiet, positive and the
students were engaged. With the increase on mental health and social emotional challenges
within the school, it was important to determine what are common behaviors dealt with on a
daily basis.
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All participants felt a high since of relatedness to the support staff and leaned on them a
lot for teamwork and collaboration. These ideals are directly related to self-determination theory
as if demonstrates that although, an individual may lack competence, if they have a high since of
relatedness as well as resilience despite challenges they continue to instruct students and handle
behavior to the best of their ability.
The teachers’ self-efficacy beliefs led them to continue to invest time and effort into their
students and to learn how to manage their behavior through problem solving. Although, teachers
eventually became frustrated with their student’s behaviors, they made multiple attempts to try to
calm the student and continue to teach their class. Each participant indicated that every student is
different and may need unique interventions. They implemented problem solving techniques and
trial and error to determine what behavioral interventions should be used for each individual
student. They demonstrated intrinsic motivation in their intentionality to get to know each
individual student and determining how to effectively engage them (e.g., how much attention,
praise, level of consequences, number of chances before consequences are given, etc.). Each
participant attributed their ability to manage students with social, emotional, and behavioral
challenges to their own abilities and experience. Additionally, feedback indicates that despite
having to deal with significant behaviors and the daily challenges that arise in the classrooms,
participants demonstrates a strong sense of autonomy in their overall awareness of strengths and
challenges when catering to this specific population.
A common theme that emerged from the data was that the participants did not feel that
they received enough formal training to be able to handle students with social, emotional, and
behavioral challenges within their classroom. All participants indicated receiving training in the
Capturing Kids Hearts program but indicated that they would like additional training to know
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how to manage challenging behaviors. Participants lacked a sense of competency in regards to
their overall knowledge on how to deal with significant social, emotional, and behavioral
challenges, however, they had a sense of self-efficacy that they were for the most part able to
handle the behaviors within their class to a certain extent.
Another theme was the lack of support from administration when providing
consequences and training for students with behavioral challenges. Participants felt that they
were not receiving enough behavioral training to successfully handle the types of behaviors that
they deal with on a daily basis. Some participants expressed that they have been ignored when
asking administration for additional support. Participants discussed how their school now has a
social-emotional specialist and behavior interventionist, but that the new positions only have a
limited effect. Participants believed that the lack of support from administration hinders their
ability to follow through with consequences for their students’ inappropriate behaviors. Thus,
participants feeling that they do not have the support from administration when handling these
constant behaviors can potentially decrease the teachers’ intrinsic motivation and the positive
work attitude for teachers (Split et al., 2011).
Lastly, observations revealed that although teachers have been trained to ignore the
negative and focus on the positive behaviors, it did not appear effective. Participants often
pointed out what the student should not be doing rather than focusing on positive behaviors only.
Implications for Practice
Despite educators feeling that they have not had enough formal training to effectively
manage students with social, emotional, and behavioral challenges, they continued to utilize their
own personal experience to handle these daily challenges. Educators should seek out additional
resources and other supports to develop behavioral interventions within their classroom for
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students with social, emotional, and behavioral challenges. The results indicated that inadequate
preparation may eventually decrease a teacher’s motivation and cause burnout (Split et al.,
2011). Teachers who do not have enough training and preparation could begin to use more
reactive procedures rather than being proactive (Oliver & Reschly, 2010).
Secondly, lack of administrative support decreases a teacher’s feeling of
belongingness/relatedness within the work environment. Teachers may be less inclined to trust
the administration to assist them with their problems, causing behavior within the classroom to
become more overwhelming and stressful (Split et al., 2011).
Educators should continue to be persistent in their efforts to help support children with
social, emotional, and behavioral challenges within the general education environment and
effectively teach within the classroom. Teachers intentionally developing student teacher
relationships is beneficial for both student and teacher (Split et al., 2011). Educators should
continue to seek out research-based interventions to support their students within the classroom.
Similar to the field of medicine, the field of education is constantly growing and developing
classroom strategies to support academically as well as socially. Teachers should continue to
refresh their teaching styles and techniques to provide well rounded academic and social
emotional learning instruction to all students.
Recommendations for Future Research
Researchers can build upon the findings in this study by incorporating a teacher
curriculum that focuses just on social-emotional behaviors and interventions. Further research is
needed on preservice training that successfully prepares teachers to use intervention strategies for
challenging behaviors. Ensuring that teachers receive related and current behavioral training
may allow teachers to be more proactive in their behavioral interventions in the classroom rather
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than reactive. Furthermore, future research should include a trial of including social-emotional
learning lessons within the daily schedule of the school day. Research shows that students who
participate in social-emotional learning programs had significantly better outcomes than students
who did not (Jones, Barnes, Bailey & Doolittle, 2017). Future research efforts should
incorporate administration to share their thoughts and beliefs on effective ways to manage
students’ behaviors and support their general education teachers. Lack of administration support
may not be solely due to administration feeling that a teacher should handle behavior but rather
they may not know how to appropriately manage the behavior themselves. Determining how
administrators feel regarding students with social, emotional, and behavioral issues may reveal a
better understanding of what is needed to ensure that all teachers feel supported by the
administration on their campus. Future research is also needed to show if teachers consistently
use interventions they have learned and that they report using.A similar studyb should be
conducted on a campus with no support staff or social-emotional specialists to see if this effects
teacher’s autonomy, self-efficacy, or motivation. It is important to understand and navigate how
educators would feel when these additional supports are not present due to budget cuts and being
understaffed with support staff already (the recommended 1:1000 or 1:1500.
Conclusions
This study revealed that primary general education teachers believe that they are able to
manage students with severe social, emotional, and behavioral challenges and they feel that they
lack formal training in the area of mental health to appropriately handle the behaviors. The
factors that contributed to the teachers’ ability to manage behaviors despite insufficient training
is their high sense of self-efficacy and resilience as well as a strong passion for educating their
students. This study revealed that participants possessed a high sense of autonomy and agency,
BEST PRACTICES FOR POSITIVE CLASSROOM ENVIRONMENT
79
understanding their own abilities as well as how their choices impact the outcome of their
students. Participants believed that it was their responsibility to develop strategies and
relationships with their students to ensure that all students received the instruction despite any
disruptive behaviors. Participants were also aware that although they were able to manage
students’ behaviors, they did not believe that they had sufficient training to manage significant
social, emotional, and behavioral challenges.
This study also revealed that teachers possessed a low sense of competence when it came
to managing students with social, emotional, and behavioral challenges. Furthermore, the study
revealed that teachers felt that there was a lack of support from the administration when it came
to consequences for significant behaviors within the classroom.
With educating students with social, emotional, and behavioral challenges, teachers are
expected to understand how to effectively approach and de-escalate a situation without the
proper training. With the significant increase of students with social-emotional behaviors, with or
without the support of special education, it is imperative that educators are trained on how to
identify social-emotional needs and how to effectively manage behaviors, as well as giving
teachers coping skills that they can pass on to their students.
BEST PRACTICES FOR POSITIVE CLASSROOM ENVIRONMENT
80
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Appendix A: Research Study
Self-Selection &
Survey Questions
Would you like to participate in the study? Yes or No
If yes, please continue
Name: _______________________________
Cell Phone: ___________________________
Email: _______________________________
How long have you been teaching: ______________________
Any special education teaching experience? If so, how much? ___________________
1. Do you have students in your classroom who present with behavioral challenges, whether
social or classroom behavior?
Yes or No
2. Do you feel that you are able to manage the student(s) behavior within the classroom?
Yes or No
3. Do you attribute the management of behavior in part if not all to your own teacher style
and ability?
Yes or No
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Appendix B: Informed Consent
INTRODUCTION
You are invited to join a research study to look at how general education teachers can foster a positive social-
emotional environment for students with behavioral challenges. Please take whatever time you need to discuss the
study with your family and friends, or anyone else you wish to. The decision to join, or not to join, is up to you.
In this research study, we are investigating what strategies you use to appropriately maintain the problematic
behaviors within your classroom and your feelings of preparedness to deal with such behaviors.
WHAT IS INVOLVED IN THE STUDY?
If you decide to participate you will be asked to participate in an interviews and observations within your classroom.
We think this will take you about a month total. There will be an initial 30-minute interview with standard questions
and if any significant behaviors occur, potentially a follow up interview to see how you felt and how you went about
handling the situation. Observations will be conducted 2 times a week for 3 weeks for 30 minutes. You will not be
asked to do anything specific, it is important that you continue with your normal routine. You nor your students
personal information will be used in this study.
The investigators may stop the study or take you out of the study at any time they judge it is in your best interest.
They may also remove you from the study for various other reasons. They can do this without your consent.
You can stop participating at any time. If you stop you will not lose any benefits.
RISKS
This study may involve the following risks social and psychological.
BENEFITS TO TAKING PART IN THE STUDY?
It is reasonable to expect the following benefits from this research: you will gain a better understanding of your own
biases and know what intervention/strategies effectively work and what interventions need to be modified. However,
we can’t guarantee that you will personally experience benefits from participating in this study. Others may benefit in
the future from the information we find in this study.
CONFIDENTIALITY
We will take the following steps to keep information about you confidential, and to protect it from unauthorized
disclosure, tampering, or damage: your identity will be changed to participant # __. Your audio recorded interview will
be stored electronically on a database that requires a password to gain access. At the conclusion of the study and the
findings have been reported the audio files will be destroyed.
INCENTIVES
You will receive a $20 gift card for your voluntary participation.
YOUR RIGHTS AS A RESEARCH PARTICIPANT?
Participation in this study is voluntary. You have the right not to participate at all or to leave the study at any time.
Deciding not to participate or choosing to leave the study will not result in any penalty or loss of benefits to which you
are entitled, and it will not harm your relationship with Amber Willis.
If you wish to longer participate, please send an email or inform Amber immediately.
CONTACTS FOR QUESTIONS OR PROBLEMS?
Call Amber Willis at 323-404-1937 or email aywillis@usc.edu if you have questions about the study, any problems,
unexpected physical or psychological discomforts, any injuries, or think that something unusual or unexpected is
happening.
Consent of Subject (or Legally Authorized Representative)
_________________________________________________
Signature of Subject or Representative Date
BEST PRACTICES FOR POSITIVE CLASSROOM ENVIRONMENT
91
Appendix C: Signature of Research Participant
I have read the information provided above. I have been given a chance to ask questions. My
questions have been answered to my satisfaction and I agree to participate in this study. I have
been given a copy of this form.
AUDIO-RECORDED/PHOTOGRAPHED:
□ I agree to be audio-recorded.
□ I do not want to be audio-recorded.
________________________________________
Name of Participant
________________________________________ __________________
Signature of Participant Date
SIGNATURE OF INVESTIGATOR
I have explained the research to the participant and answered all of his/her questions. I believe
that he/she understands the information described in this document and freely consents to
participate.
______________________________________
Name of Person Obtaining Consent
______________________________________ __________________
Signature of Person Obtaining Consent Date
IRB CONTACT INFORMATION
University Park Institutional Review Board (UPIRB), 3720 South Flower Street #301, Los
Angeles, CA 90089-0702, (213) 821-5272 or upirb@usc.edu
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Appendix D: Interview Protocol
I. Introduction (Appreciation, Purpose, Line of Inquiry, Plan, Confidentiality, Reciprocity, Consent to Participate,
Permission to Record):
First and foremost, thank you for agreeing to participate in my study. I appreciate your support of my endeavors. The
interview should take about 30-45 minutes. Does that work for you?
Before we get started, I want to provide you with an overview of my study and answer any questions you might have
about participating. I am currently conducting a study to complete my dissertation at USC. The primary purpose of this study it to
identify what strategies are used to foster a positive social emotional environment within the general education classroom.You
were purposely selected because you met the criteria of having a student with behavioral challenges who’s behavior is seemingly
mangable within your classroom and I want to capture your voice and your experience.
I want to assure you that I am strictly wearing the hat of researcher today. What this means is that the nature of my
questions are not evaluative. I will not be making any judgments on how you are performing as a teacher. None of the data I
collect will be shared with other teachers, the principal, or anyone else associated with this institution. Also, I want to remind you
that you can decide not to answer any question you wish not to answer.
I am happy to provide you with a copy of my dissertation if you are interested. Do you have any questions about the
study before we get started?
If you don’t have any (more) questions we can get started. I have brought a recorder with me today so that I can
accurately capture what you share with me. The recording is solely for my purposes and will not be shared with anyone else. May
I also have your permission to record our conversation?
II. Setting the Stage (Developing Rapport and Priming the Mind, Demographic items of interest (e.g. position, role, etc.)
Let’s start by talking about your class this year.
• What is your official title?
• How long have you been teaching?
• What is your bachelor’s degree in?
• Do you have a master’s degree?
• If “yes” to master’s degree: What is your master’s degree in?
Do you have student(s) with a history of behavior?
Do some students seem to do better in your class than in other classes?
III. Heart of the Interview (Interview Questions are directly tied to your Research Questions):
IV. Closing Question (Anything else to add)
I am wondering if there is anything that you would add to our conversation today that I might not have covered?
V. Closing (thank you and follow-up option):
Thank you so much for you sharing your thoughts with me today! I really appreciate your time and willingness to share.
Everything that you have shared is really helpful for my study. If I find myself with a follow-up question, I am wondering if I
might be able to contact you, and if so, if email is ok? Again, thank you for participating in my study.
VI. Special Considerations and Probing
i. Transitions (notice the sections in your protocol where you transition from one topic to the next… pre-
manufacture a transitional statement that will help make the switch more natural and insert where
appropriate) (Patton p. 371):
So, we have spent most of our time talking about …. Now I would like to change gears a little bit and ask
about…. (Is there anything else you would like to add before we transition?)
ii. ii. Probing Statements/Questions (it is a good idea to pre-manufacture some potentially helpful probing
statements/questions):
That is interesting, could you please tell me a little bit more about… I want to make sure I understand, could
you please tell me what you mean by… I am wondering how you were feeling in that moment? It would be great
if you could walk me though…
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Appendix E: Interview Questions
1. What, if any, social emotional and/or behavioral challenges do you experience in the
classroom, social or classroom behaviors? (R3)
2. What training, if any, have you received in preparation to fully include students with
social- emotional and behavioral challenges? (R1)
3. What concerns, if any, do you have about teaching and including students with social-
emotional and behavioral challenges into the general education environment? (R3)
4. Is it training or experience dealing with behavior issues or both? (R1)
5. Do you feel that the amount of training/education provided was sufficient enough to
successfully work with students with social-emotional and behavioral challenges? (R1)
6. Do you feel that it is your responsibility to work with students with these needs? (R1)
7. What do you attribute managing challenging behaviors to? (R1)
8. When experiencing a behavioral challenge from a student what strategy (ies) do you or
have you implemented to deal with the behavior? Has it proved to be effective? (R2)
9. Do you use the same strategy for all students? If not, how do you determine which strategy
to implement? (R2)
10. What, if any behavioral systems do you implement in your class? (R2)
11. What do you do differently than what students may have experienced before? (R2)
FOLLOW UP QUESTIONS
12. When (specific behavior) occurred, what steps did you take to ensure that the bx did not
escalate and that the student remained in the class?
13. What, if anything, would you do differently in the future?
14. Did the (specific behavior) provoke any feelings or concerns within yourself?
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Appendix F: Observation Protocol
Location:
Date:
Time:
Meeting place description: detail and description, e.g. size and accessibility, and how this could affect the lesson;
interruptions during the lesson
Participants: how many students, description of demographics if not formally collecting this data
Seating diagram:
Group dynamics: general description – level of participation, dominant and passive participants, notable behaviors
– and how these relate to the different topics discussed how teacher responds to these dynamics.
Impressions and observations:
Teaching Strategies:
Running notes (detailed notes following the discussion, as near verbatim as possible, including identification of all
contributors):
Abstract (if available)
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Asset Metadata
Creator
Willis, Amber Yvette
(author)
Core Title
Best practices general education teachers implement to foster a positive classroom environment
School
Rossier School of Education
Degree
Doctor of Education
Degree Program
Education (Leadership)
Publication Date
07/25/2019
Defense Date
01/25/2019
Publisher
University of Southern California
(original),
University of Southern California. Libraries
(digital)
Tag
efficacy,Mental Health,OAI-PMH Harvest,resilience,self-determination: agency,social emotional behavioral challenges,social emotional learning,teacher preparedness
Format
application/pdf
(imt)
Language
English
Contributor
Electronically uploaded by the author
(provenance)
Advisor
Tobey, Patricia (
committee chair
), Combs, Wayne (
committee member
), Crispen, Patrick (
committee member
), Green, Alan (
committee member
)
Creator Email
aywillis@usc.edu,msawillis14@gmail.com
Permanent Link (DOI)
https://doi.org/10.25549/usctheses-c89-193708
Unique identifier
UC11663601
Identifier
etd-WillisAmbe-7633.pdf (filename),usctheses-c89-193708 (legacy record id)
Legacy Identifier
etd-WillisAmbe-7633.pdf
Dmrecord
193708
Document Type
Dissertation
Format
application/pdf (imt)
Rights
Willis, Amber Yvette
Type
texts
Source
University of Southern California
(contributing entity),
University of Southern California Dissertations and Theses
(collection)
Access Conditions
The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...
Repository Name
University of Southern California Digital Library
Repository Location
USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA
Tags
efficacy
resilience
self-determination: agency
social emotional behavioral challenges
social emotional learning
teacher preparedness