Classroom Management: A Review of Literature

Introduction to the 12:1:1 Classroom

The 12:1:1 classroom has a maximum of 12 students with one teacher and one paraprofessional. Students range in age from five to 21 years and they have a variety of educational, management, and social needs. For this type of classroom teaching instruction takes place in small group and individual settings with multiple teaching strategies for each learning style. Instruction may include standard curricula and/or many other curricula/skills such as speech and physical therapy, occupational and pre-vocational skills, living skills, social skills, functional academics, career education, and counseling. Problems experienced by the 12:1:1 class students include: mental retardation, developmental disability, emotional disability, and violent or aggressive behaviors (Genesee Valley BOCES Special Education, 2005; Oswego County BOCES, 2005).

Thurlow, Ysseldyke, Wotruba, and Algozzine (1993) presented findings related to instruction in special education classrooms under varying student-teacher ratios.á For this study, 139 elementary school students in grades one through six and 54 teachers were investigated; in eight school districts students received special e

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1-10% of students who have chronic patterns of problem behavior (Tidwell,áet al.,á2003). Effective classroom management systems reported to be effective include: arrangement of the physical organization of the classroom, the teaching of clear expectations and routines, and the use of positive reinforcement to increase appropriate behavior. In addition, teacher movement around the classroom and the restructuring of academic and curricular goals leads to higher rates of correct responses and increased student efficacy, which reduces problem behaviors (Tidwell,áet al.,á2003). Tidwell et al. conducted a study of 16 elementary schools that participated in a school-wide PBS discipline project. Office discipline referrals were used to describe and measure effects of this system. Behaviors were similar across schools and administrators used various disciplinary strategies. Fourth and fifth grade students had higher numbers of referrals, however findings from this study were not conclusive since schools differed in their definition and response to problem behaviors. Dieker (2001) presented characteristics of effective middle and high school co-taught teams for students with disabilities. Findings from a review of previous
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Approximate Word count = 1789
Approximate Pages = 7 (250 words per page)

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