evaluation of the incredible years teacher classroom management (tcm) programme in gwynedd
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Evaluation of the Incredible Years Teacher Classroom Management (TCM) Programme in Gwynedd. Pam Martin Supervised by Prof. Judy Hutchings and Dr. David Daley Funded by Gwynedd Education Authority and - PowerPoint PPT PresentationTRANSCRIPT
Evaluation of the Incredible Years Teacher Classroom Management (TCM) Programme in Gwynedd
Pam Martin Supervised by Prof. Judy Hutchings
and Dr. David Daley
Funded by Gwynedd Education Authority and The Economic & Social Research Council (CASE Award)
Testing the TCM Programme’s Efficacy (AKA Questions that Gwynedd Education Authority would like answered):
• Does training in the TCM programme change teacher behaviour?
• If so, does this change positively affect pupil behaviour?
• Does the programme work classroom-wide: is it a Global Intervention?
Current Study:
• 12 classrooms, 11 schools– Observe using the
Teacher-Pupil Observation Tool (T-POT)
• 16 teachers (6 jobshare)– Teacher version of Strengths and
Difficulties Questionnaire (TSDQ)
Observe and code (according to SDQ score on the Total
Difficulties scale):
• 3 low difficulties children • 3 children with scores
around the mean• 3 challenging children
Also Parent SDQs for Index
The Teacher Classroom Management (TCM)
Programme• Ignoring minor attention-seeking
behaviours like table kicking etc• Praise• Clearer commands• Attention to good
behaviours &/or shy pupils
• Promoting altruism & good behaviour through modelling
The Teacher-Pupil Observation Tool (T-POT)
Categories of Teacher and Child behaviour
Variety of coding: T alone; Index alone; Classroom etc
Tested and validated
Examples of T-POT Category Behaviours
TeacherTeacher Positive:
SmileTeacher Negative:
critical commentIndirect Command:
vague commandLabelled Praise: e.g.
good girl, you’ve kept all your pencils.
ChildDisruptive: shouting
loudlyOff-Task: Looking
aroundInitiation to Peer:
asking for a pencilPositive: hugCompliance: to
command
QuickTime™ and aTIFF (LZW) decompressor
are needed to see this picture.
Comparison of TCM and Non-TCM Teachers at Time 2: Teacher to
Classroom Behaviours
0
10
20
30
40
50
60
70
80
90
100
TeacherPositives
TeacherNegatives
TeacherPraise
IndirectCommands
DirectCommands
NoOpportunity
Teacher Behaviours
TCM Trained TeachersNon-TCM Teachers
Comparison of Children in TCM-Trained Teachers’ Classrooms with
those in non-TCM Teacher’s Classrooms
0
1
2
3
4
5
6
7
8
9
10
Compliance Non-Compliance
Negatives toTeacher
TotalNegatives
Positives toPeer
TotalPositives
Off-Task
Child Behaviours
TCMClassrooms
Non-TCMClassrooms
Proportion Data
TCM Teachers give higher percentage of positives to negatives than Non-TCM
TCM Teachers give more praise for every negative than Non-TCM Teachers
TCM Classrooms display more compliant behaviour for every act of non-compliance than non-TCM children
TCM classrooms display more positive behaviours for every negative, than their non-TCM peers.
50
55
60
65
70
75
80
85
90
95
100
TeacherPositives/Negatives
TeacherPraise/Negatives
ChildCompliance/Non-
Compliance
ChildPositives/Negatives
TCMTeachers
Non-TCMTeachers
Comparing TCM with Non-TCM High Total Difficulties Score
Children
0
2
4
6
8
10
12
14
16
18
20
22
24
TeacherPositives
TeacherNegatives
TeacherPraise
No Opps IndComms
Non-Comp
Neg to T Pos toPeer
Negs toPeer
Tot C Pos Tot CNegs
Off-Task
TCMNon-TCM
TCM v Non-TCM Teachers’ Proportional Data with Problematic Children
• TCM more positives and praise for every negative
• TCM Class problematic children display higher frequencies of compliance for every non-compliance than Non-TCM; ditto frequencies of positives to negatives.
0
10
20
30
40
50
60
70
80
90
100
T Pos/Neg T Praise/Neg Compliance/Non-Comp
Child Pos/Neg
TCMNon-TCM
Does training in the TCM change Teacher Behaviour?
• Yes it does…. – More positives – less negatives – more praise– Clearer commands
Does the change in Teacher Behaviour Positively affect Pupil
Behaviour?
• Yes it does– More On-Task behaviours– Less Non-Compliance– More Compliance– Less Negative behaviour towards the
teacher– Less Negative behaviour towards
other children in the class– Generally more positive behaviour
and less negative
Does it work for the classroom as a whole, i.e. a range of
behaviours?
• Again, yes it does!– Low problems score children (as a result
of their teacher undergoing TCM training) are:• significantly more positive• Significantly more compliant• Significantly less negative to teacher and in
general AFTER TCM TRAINING
• Ditto Pro-Social children
Thanks for listening!
If you would like to know more about this research, feel free to email (or chat during the lunch break!)