Improves School Climate

Instead of asking if differences in teachers’ classroom management style or school environment is a function of their implementation of Conscious Discipline, Lorrie Hoffman and her colleagues (2009) asked the same question, only
in reverse.

If we know teachers’ reported classroom management style or school environment, can we correctly classify those teachers as having no experience with Conscious Discipline (no training), partially engaged (using less than 50% of Conscious Discipline skills), or fully engage with Conscious Discipline (using most Conscious Discipline skills)? The answer is yes.

Hoffman and her colleagues correctly predicted teachers’ Conscious Discipline engagement levels by knowing two factors, degree to which they embrace Conscious Discipline tenets (e.g., using less external reward; using more encouragement and empathy; expressing more enjoyment of and positive relations with their students) and level of camaraderie (e.g., other teachers: provide a stimulating environment; are supportive; good sources of advice; and work together toward common goals).

Teachers closely following Conscious Discipline tenets and reporting higher levels of camaraderie were correctly identified as fully engaged. Teachers reporting high camaraderie and positive, but not as high embracing of Conscious Discipline tenets, were correctly identified as being partially engaged. Teachers who described their environment as negative and lacking camaraderie and little knowledge of Conscious Discipline’s principles were, in fact, members of the control group and had little or no prior experience with Conscious Discipline.

Source: Hoffman, Hutchinson, Reiss (2009)

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