g disruptive student behavior. The second category of strategies consists of techniques that offer help to students in academic areas such as helping them with note taking by providing handouts outlining presentations.
The strategies mentioned by Coppedge and Exendine (1987) as helpful in elevating student learning and keeping the classroom free of disruptive behavior include: student evaluation processes, utilizing human relations skills, verbal praise and token rewards as sources of reinforcement for student behavior and learning in the individual classroom. Other techniques for classroom management have been described by Shores (1992). These consist of: posting classroom rules, classroom arrangement, teacher movement in the classroom, and external reinforcement systems used as setting events to enhance positive reciprocal interactions between teachers and students.
Regarding types of classroom management techniques, Jambor (1984) has noted that classroom management techniques are moving the United States away from corporal punishment as a discipline alternative. Therefore, Jambor states, that it is important to look at the experiences of countries such as Norway that have abolished corporal punishment in favor of the classroom management approach.
In his study, Jambor (1984) distributed questionnaires regarding classroom management techniques to 286 primary level teachers from 63 rural and urban schools in Norway. Almost all students were middle class and Norwegian-speaking. Findings indicated that praise, providing an enjoyable activity, and giving extra recess were the most frequently used reward techniques.
Verbal reprimands were the most frequently used negative reinforcement. Other frequently used management techniques were moving the disturbing pupil away from the distracting stimulus, making eye contact, and making physical contact by placing a hand on the pupil's shoulder or arm. Techniques spontaneo...