A large body of research exists to support the effectiveness of teacher verbal praise and classroom management strategies on student academic and behavioral outcomes.
Teacher praise, if used effectively, is likely to increase the frequency of desired student behavior. The most effective teacher praise is clear, understandable to the student, and specific. There is also some evidence to suggest that praise should focus on characteristics that students have control over (e.g., effort).
Classroom management strategies—both proactive and reactive—also have a large effect on student outcomes. We are in the process of piloting new items intended to measure classroom management practices. Based on pilot data, students tend to report that classroom rules and procedures almost always exist—it is more a question of the degree to which those rules and procedures are followed by students and enforced by the teacher.
ITEMS(-) reverse scored; (d) In development
I receive praise or rewards for my work.
My teacher recognizes my good behavior.
My teacher says nice things about my work.
My teacher tells me when I do a good job.
My teacher tells me when I do well in class.
My learning is disrupted by student behavior in class. (-)(d)
Students use their best behavior in this class. (d)
My teacher gets upset with the class. (-)(d)
Students pick on each other without my teacher noticing. (-)(d)
Students are respectful to each other in class. (d)
See references for this domain. See general strategies for improving scores in this domain