usly suggested by teachers focused on listening, discussing, and communicating expectations. Teachers also indicated good working relationships with parents. Jambor also found that many behavior modification and punishment techniques used in the United States were either not used at all or used by very few Norwegian teachers.
While Norwegian teachers indicated interest in learning more about classroom management techniques, it was concluded from 12 months of observation that this interest was not due to inadequate classroom management. It was suggested that more frequent recesses may help to reduce discipline problems.
Despite the diverse types of classroom management techniques, the key question underlying this review is: How do these techniques affect various measures of student behavior? Several studies have attempted to answer this question.
With respect to the foregoing question, Larrivee (1992) evaluated a program of classroom management techniques developed to create a collaborative and orderly clas
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