NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ830737
Record Type: Journal
Publication Date: 2009
Pages: 11
Abstractor: As Provided
Reference Count: 71
ISSN: ISSN-1053-4512
Back to Basics: Rules, Praise, Ignoring, and Reprimands Revisited
Gable, Robert A.; Hester, Peggy H.; Rock, Marcia L.; Hughes, Kimberly G.
Intervention in School and Clinic, v44 n4 p195-205 2009
Research begun in the 1960s provided the impetus for teacher educators to urge classroom teachers to establish classroom rules, deliver high rates of verbal/nonverbal praise, and, whenever possible, to ignore minor student provocations. In that there have been significant advances in the knowledge of what constitutes effective classroom management, a review of past-to-present literature was conducted to determine whether it is time to alter the thinking about one or more of these basic behavioral strategies. The research conducted over the years supports the basic tenets of these strategies, but with some important caveats. Finally, there are several newer strategies that warrant attention. (Contains 3 tables and 1 figure.)
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A