CTESS ebook

Support for Standard 1 Benchmark items: •

Ratio of positive to corrective feedback : The research literature regarding the ratio of positive to corrective feedback comes from behavioral psychology (e.g., Gable, Hester, Rock, & Hughes, 2009; Stichter, Lewis, & Whittaker, 2009; Walker, Ramsey, & Gresham, 2004). Behavioral researchers recommend a ratio of at least 4:1. Other branches of psychology have independently found similar ratios, including organizational psychology (Fredrickson & Losada, 2005), and counseling psychology (e.g., Gotten, Coan, Carrere, & Swanson, 1998). Environments that have more positive than corrective interactions promote positive relationships, increase desirable behaviors and decrease problematic behaviors. • Positive feedback : Positive academic and behavioral feedback, including specific praise and the role of reprimands and corrections, is well studied. Positive feedback has strong research support both for increasing academic and behavioral performance and for decreasing problem behaviors (Gable et al., 2009). Despite research support, positive feedback is an underused teaching tool (Scott, Atler, & Hirn, 2011; Shores et al., 1993; Sutherland, Wehby, & Yoder, 2002). Clearly both positive and corrective feedback are needed in a well functioning classroom. In addition to ratio of positive to corrective feedback, rate of positive feedback also matters. A reasonable and doable rate of positive feedback was selected based on normative data for CSD elementary, middle, and high school teachers. • Harsh feedback : Harsh feedback corrodes trust, decreases student ability to feel safe, and disintegrates relationships between students and teacher (Bean, 2010). Expressions and actions that could potentially humiliate students should be avoided in the context of a classroom environment conducive to learning. The most controversial aspect of harsh feedback involves sarcasm. Sarcasm can be difficult for others to accurately interpret, especially students (Bowes & Katz, 2011; Holloman & Yates, 2012; Romi, Lewis, Roache, & Riley, 2011). A teacher’s role is to encourage students to be their best selves, provide clarity of meaning, and model behaviors for students to emulate. Sarcasm is not helpful in any of these regards, especially when it is directed at a student or when it could possibly be construed as belittling or mean spirited. • Posting classroom rules so students can see them : This is an easy practice that a body of research suggests makes classroom management more effective (Simonsen et al., 2008). Students need to conform to expectations in a variety of contexts: home, various places in the school, and each classroom; therefore, rules need to be posted in each setting so they can be easily reviewed. • Expectations followed/reinforced : The way to make sure that rules are followed is to teach, review, and reinforce. The goal is that students follow classroom rules, but realizing that students will not always do so, teachers must give students appropriate feedback for adherence or non-adherence to rules (Simonsen et al., 2008). • Routines/Procedures taught, monitored, reviewed, and reinforced : Clear, orderly, procedures for conducting classroom business cuts down on transition time, reduces opportunities for misbehavior, and increases appropriate behavior (Simonsen et al., 2008). • Monitoring : Effective teachers monitor students through physical positioning, movement, responding, and prompting. Monitoring is a preventative procedure with evidence-based support for minimizing problematic behavior (Simonsen et al., 2008). • Purposeful Pacing : Good pacing maintains student attention and engagement. Presenting material too fast or too slow results in students becoming disengaged from the lesson and engaged in something else. With brisk, energetic, clear instruction, and frequent opportunities for students to respond, students can be engaged throughout the learning process (Gunter, Reffel, Barnett, Lee, & Patrick, 2004; Tincani, Ernsbarger, Harrison, & Heward, 2005).

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