Student-centered teacher responses to student behavior in the classroom: A systematic review.

Result code in IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14410%2F23%3A00130683" target="_blank" >RIV/00216224:14410/23:00130683 - isvavai.cz</a>

Result on the web

<a href="https://www.frontiersin.org/articles/10.3389/feduc.2023.1156530" target="_blank" >https://www.frontiersin.org/articles/10.3389/feduc.2023.1156530</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.3389/feduc.2023.1156530" target="_blank" >10.3389/feduc.2023.1156530</a>

Result language

čeština

Original language name

Student-centered teacher responses to student behavior in the classroom: A systematic review.

Original language description

Introduction: Effective communication skills are essential for successful behavior management in the classroom. Teachers who can respond proactively and in a student-centered manner can create a positive and productive learning environment. However, the empirical support for student-centered communication practices in behavior management is limited. Methods: To address this gap, a systematic literature review was conducted to identify the characteristics of student-centered behavior management strategies that lead to lower behavior problems and increased student engagement. The review utilized a PRISMA protocol to ensure the rigor of the study selection process. Results: Five main categories were identified that characterize student-centered behavior management responses. A table of 24 communication strategies was presented based on the findings of the review. The study also discussed the further impact of these strategies on student motivation, learning outcomes, responsibility, and interpersonal classroom climate. Discussion: The findings of this study highlight the importance of effective communication skills in behavior management and provide valuable insights for teachers to improve their practice. By implementing these student-centered communication strategies, teachers can manage the classroom effectively, creating a more positive and productive learning environment and supporting students in achieving better learning outcomes.

Czech name

Student-centered teacher responses to student behavior in the classroom: A systematic review.

Czech description

Introduction: Effective communication skills are essential for successful behavior management in the classroom. Teachers who can respond proactively and in a student-centered manner can create a positive and productive learning environment. However, the empirical support for student-centered communication practices in behavior management is limited. Methods: To address this gap, a systematic literature review was conducted to identify the characteristics of student-centered behavior management strategies that lead to lower behavior problems and increased student engagement. The review utilized a PRISMA protocol to ensure the rigor of the study selection process. Results: Five main categories were identified that characterize student-centered behavior management responses. A table of 24 communication strategies was presented based on the findings of the review. The study also discussed the further impact of these strategies on student motivation, learning outcomes, responsibility, and interpersonal classroom climate. Discussion: The findings of this study highlight the importance of effective communication skills in behavior management and provide valuable insights for teachers to improve their practice. By implementing these student-centered communication strategies, teachers can manage the classroom effectively, creating a more positive and productive learning environment and supporting students in achieving better learning outcomes.

Type

J_imp - Article in a specialist periodical, which is included in the Web of Science database

CEP classification

—

OECD FORD branch

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Project

—

Continuities

S - Specificky vyzkum na vysokych skolach

Publication year

2023

Confidentiality

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Name of the periodical

Frontiers in Education

ISSN

2504-284X

e-ISSN

2504-284X

Volume of the periodical

8

Issue of the periodical within the volume

article ID 1156530

Country of publishing house

CZ - CZECH REPUBLIC

Number of pages

14

Pages from-to

1-14

UT code for WoS article

000978998600001

EID of the result in the Scopus database

2-s2.0-85159713027