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This study collected information regarding the direct and indirect management techniques employed by elementary teachers to control inappropriate student behavior and its relationship to discipline referral rates. The study also examined whether effective management techniques affected student on-task rates. A group of 270 elementary school students and 12 of their elementary school teachers from a suburban elementary school participated. Discipline referral rates were tabulated for each teacher covering August 1997 through January 1998. Each teacher was observed four times. The observers used an on-task/off-task checklist and a direct and indirect disciplines checklist to collect the data. The study compared teachers having high referral rates with teachers having low referral rates. Data analysis indicated that teachers who used positive direct or indirect discipline techniques created a positive and effective relationship with students, which in turn resulted in higher on-task behaviors. There was not a significant difference in the use of direct discipline techniques for teachers with high referral rates versus those with low referral rates. (Contains 33 references.) (SM)

Descriptors: Classroom Techniques, Discipline Problems, Elementary Education, Elementary School Students, Elementary School Teachers, Positive Reinforcement, Referral, Student Behavior, Teacher Behavior

Autor: Roy, Peggy S.

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=9001&id=ED422306

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