A Different Perspective on Trainer Training and Management

The behavior of children and youth in schools is a constant source of concern for educators and the wider public alike. It also constitutes an important emphasis for the work of educational psychologists. Studies have uncovered a variety of tactics that teachers, students, and school inspectors believe contribute to successful classroom behavior management. Psychological theory has also been used to guide its respective methods. This research focuses on what EPs think about successful CBM. EPs in an educational psychology service performed a task that required them to select the techniques they believed were most helpful for CBM. Their answers were evaluated using theme analysis. Various psychological functions or processes have been found behind successful CBM methods. Based on these processes, a CBM strategy is presented that draws on different psychological paradigms and concepts and proposes that successful CBM techniques and practices should be adopted at different systemic levels. The limitations of the current study and the prospects for further research are mentioned. Decades of studies have demonstrated the primary role of classroom management in providing superior education (see Brophy, 2006; Brophy & Evertson, 1978; Emmer, Evertson, & Anderson, 1980; Fuller, 1969; Gilberts & Lignugaris, 1997; Kounin & Gump, 1958). Teacher educators (for example, Doyle & Carter, 1996: Emmer & Stough, 2001; Evertson & Weinstein, 2006) have consistently argued that classroom management is a core pedagogical competence that educators must acquire in order to maximize classroom instruction. Studies have also shown that when teachers become effective classroom managers, their students reach a higher level (Freiberg, Stein, & Huang, 1995; Omoteso & Semudara, 2011; Stronge, Ward & Grant, 2011; Stronge, Ward, Tucker & Hindman, 2008) they show more interest in the subject (Kunter, Baumert, & Köller, 2007). Obviously, teachers must learn to properly handle teaching and behavior if they are to be effective trainers.