CLASSROOM MANAGEMENT; AN EXPLORATION OF

THE BEST CLASSROOM MANAGEMENT STRATEGIES.

Submitted to

Mr. Karl John Collango

Instructor

Submitted by
Kier S. Gantalao

APRIL 2024
Classroom Management; An Exploration of the Best Classroom
Management Strategies
Kier S. Gantalao

Christ The King College de Maranding, INC.

E-mail: [email protected], [email protected]

Abstract:

As the world and its communities change, so does the way people live and learn. Educational

institutions are constantly innovating strategies to create a conducive and efficient learning

environment. This study explores the multifaceted world of classroom management, examining various

strategies used by educators worldwide. A qualitative approach is used to understand different

approaches at different levels of education. Comparative analysis reveals both similarities and

differences in classroom management techniques. The study concludes that there is no definitive "best"

strategy, as effectiveness depends on the unique dynamics of each classroom and the student's

individual needs. Innovation in classroom management is crucial to adapt to the evolving educational

landscape and diverse student needs. Rather than seeking a one-size-fits-all solution, the study

emphasizes the importance of flexibility and adaptability for educators. The most effective classroom

management strategy remains unknown, as it depends on continuous assessment and refinement to

meet the unique needs of each classroom.

Keywords: classroom management; classroom strategy; best strategies; discipline techniques;

teacher role
I. INTRODUCTION

Classroom management plays a pivotal role in creating an optimal learning environment in

which students can thrive academically, socially, and emotionally. It encompasses various strategies,

techniques, and practices employed by educators to establish a positive and productive classroom

culture. Effective classroom management not only facilitates academic achievement but also fosters a

sense of belonging, engagement, and mutual respect among students. Classroom management plays a

crucial role in shaping students and helping them grow by first shaping the environment, making it

conducive for students to learn, even though they have different needs, approaches to learning, and

strategies.

Classroom management is an important element in both pre-service teachers and in-service

teachers. In a classroom setting, the teacher serves as a facilitator in creating and setting the classroom

into a conducive one for students by integrating various pedagogies into the teaching process (Emmer

and Stough, 2001).

The significance of classroom management cannot be overstated. Research consistently

demonstrates that well-managed classrooms contribute to higher levels of student engagement,

motivation, and achievement. Conversely, poorly managed classrooms can lead to disruptions,

disengagement, and a decline in academic performance. Therefore, educators must possess a deep

understanding of effective classroom management strategies to create an environment conducive to

learning.

The aim of this study is to explore and identify the best classroom management strategies or

techniques being used by different teachers in all levels of education despite having different things to

be considered in creating or innovating classroom strategies that would cater to all of the different

needs of a capsulated students inside a classroom. By collecting information from the interview and

analysis of the different strategies employed by teachers who took part in the study, this study intends
to provide valuable insight and understanding of the different classroom strategies and things related to

classroom management strategies. Through careful and thorough analysis of the experiences, views,

and ideas of the different teachers, this study will shed light on in-depth understanding of classroom

management and determine if there is a strategy to be considered as best.

By addressing these questions, we can gain views on the best strategies that a teacher can

integrate inside the classroom despite having a diverse set of individuals inside a classroom:

1. What strategies are needed inside the classroom to manage it effectively?

2. What are the things to be considered when applying, creating, or innovating?

Classroom management strategies or techniques

II. Review of Related Literature

This section of the paper reviews the important studies and works of other people

related to classroom management strategies that can support this study. The review

explored the current body of knowledge regarding classroom management strategies

that can be used by a teacher inside the classroom for effective and efficient learning

that is both relevant to the educational system and the timely needs of students,

especially in this generation.

STRATEGIES AND CLASSROOM MANAGEMENT TECHNIQUES

BUILD RELATIONSHIP WITH STUDENTS

Wilson, Ryan and Pugh that was conducted in the year 2010, they state that positive

relationships between students and faculty improve many aspects of the learning process, including

student attitude toward the teacher, the course, and course grade.
 A teacher building a relationship with students with ethical and professional boundaries

is a complex matter since being unbiased is also needed and must be shown to all students to have

inclusivity and show belongingness and to avoid promoting negative competition inside the classroom.

Building a strong relationship with students is essential for teachers as it creates a positive and

supportive learning environment, increases student engagement, and promotes academic success. To

achieve this, teachers should show genuine care and interest in their students, create a welcoming

classroom environment, be approachable and accessible, use positive reinforcement, incorporate

student interests into lessons, be good listeners, and collaborate with parents/guardians. Building

relationships takes time and effort, but dedication to students’ well-being and growth will have a

lasting impact on their lives.

BUILD EXCITEMENT IN THE CLASS

Education is all about change and creativity; therefore, there should be creative models for

engagement in learning in a shifting educational landscape. Education in the 21st century is different

from what it used to be in the 17th or 18th century because of changes over time and subsequently

variations in learners’ needs, particularly in this world of technological advancement (Ibhrahim Njodi,

2019).

Building excitement in the classroom is crucial for creating a positive and engaging learning

environment. Teachers can achieve this by incorporating hands-on activities, using multimedia and

technology, gasifying learning, connecting lessons to real-world applications, encouraging creativity

and student choice, fostering a positive classroom culture, and infusing enthusiasm and energy into

their teaching. By implementing these strategies, teachers can ignite students’ curiosity, motivation,

and active participation, leading to a more dynamic and exciting learning experience.
AVOID PUNISHING THE CLASS

As given emphasis by Faisal Khan in 2013 in his research, when students experience physical

punishment, it often leads to them having unfavorable feelings about learning. As they mature into

adults, they may struggle to understand and share the feelings of others, thus lacking empathy. In

addition, children who endure physical punishment from their teachers may resort to using aggression

as a way to cope with the difficulties they face in life.

Creating a classroom environment that avoids the need for punishment is crucial for promoting

positive behavior and maintaining a positive learning atmosphere. To achieve this, teachers should

establish clear expectations, encourage positive behavior through praise and reinforcement, use

proactive strategies to prevent misbehavior, foster a supportive classroom community, implement

restorative practices to address conflicts, communicate and involve parents/guardians, and teach and

reinforce social-emotional skills. By prioritize these approaches, teachers can create a safe and

supportive space where students feel valued, respected, and motivated to engage in positive behavior.

GIVE OUT REWARDS FOR GOOD BEHAVIOR

Rewarding good behavior in the classroom is an effective way to reinforce positive actions and

motivate students. By acknowledging and celebrating their efforts, students feel valued and

encouraged to continue exhibiting desirable behaviors. Teachers can provide rewards such as verbal

praise, certificates, stickers, or small tokens of appreciation. These rewards serve as tangible reminders

of students’ achievements and create a positive classroom culture. By consistently recognizing and

rewarding good behavior, teachers can foster a supportive and motivating learning environment in

which students are motivated to excel and make positive choices.

 Rewarding systems and reinforcement have often been used in language teaching to help

improve students’ academic achievements, learning competition, and control desirable behaviors in the

English learning classroom (Phunhpai and Boonmoh, 2021)

NONVERBAL COMMUNICATION

Educators rely on verbal communication as a central tool for providing students with valuable

information for academic development. Our daily nonverbal behaviors reveal who we are and impact

how we relate to others. Nonverbal communication has implications for the teacher and the learner.

(John Okon, 2011)

Nonverbal communication is a powerful tool for effective classroom management. Teachers

can use eye contact, facial expressions, body language, proximity, gestures, posture, voice tone and

volume, silence, proactive monitoring, and nonverbal reinforcement to create a positive and engaging

learning environment. These nonverbal cues help establish rapport with students, convey expectations,

and manage classroom behaviors. By incorporating nonverbal communication strategies, teachers can

enhance student engagement, understanding, and overall classroom dynamics.

HOLD PARTIES

In 2010, Frederick Erickson stated that learning is not simply the internalization of knowledge

and skill by an isolated mind interacting with a physical surround or even with a surround containing

humanly produced artifacts. Rather, the organism–environment relationship is one of interpenetrations

and reflexively constitutive activity.

Holding parties inside the classroom can be an effective classroom management strategy to

foster a positive and inclusive learning environment. Parties can celebrate achievements, promote

social interaction, and strengthen the sense of community among students. By organizing themed

parties or celebrations, teachers can create a fun and engaging atmosphere that motivates students to
actively participate in classroom activities. Parties can also serve as a reward system for good behavior

and academic progress, encouraging students to strive for excellence. However, teachers must establish

clear guidelines and expectations to ensure that parties do not disrupt the learning process and maintain

a respectful and inclusive environment for all students.

ADDRESS BAD BEHAVIOR IMMEDIATELY

Addressing bad behavior inside the classroom is a crucial aspect of effective classroom

management. When confronted with disruptive behavior, teachers should respond promptly and

assertively to maintain a positive learning environment. By addressing the behavior immediately,

teachers can establish clear boundaries and expectations, ensuring that students understand the

consequences of their actions. This proactive approach helps minimize the negative impact on the

overall classroom dynamics and allows for a swift resolution of any issues that arise. Additionally,

promptly addressing bad behavior helps to promote a sense of fairness and accountability among

students, fostering a respectful and conducive learning environment for everyone.

Acting-out behavior manifests itself in different ways in classroom and school settings,

including running away, physical aggression, verbal abuse, serious confrontations and threats, sexual

acting out, and many other forms. While these behaviors may differ in their form, setting, and

outcomes, there are common factors that can be found in these behaviors, such as anger toward parents

or teachers, and proper addressing of bad behavior immediately promotes a safe and effective learning

environment. (Geoff Colvin, 2015)

ENCOURAGE STUDENT RESPONSIBILITY

 To convince students to accept responsibility for their acts, teachers must explain why the

exclusion is necessary, warn and punish before excluding a student, and hold a follow-up conversation,

highlighting the impact of the misbehavior on classmates. (Lewis and Romi) , 2012)

Encouraging students to take responsibility is crucial for their personal and academic

growth. When students take ownership of their actions, they become more accountable, and

independent, and develop essential life skills. By setting clear expectations, providing opportunities for

decision-making and problem-solving, and fostering a supportive learning environment, educators can

empower students to embrace responsibility. This proactive approach to classroom management

cultivates a positive and respectful atmosphere in which students actively participate in their learning,

leading to improved academic performance and overall classroom harmony.

ESTABLISH CLEAR EXPECTATIONS

In nearly every situation in life, spoken and unspoken rules guide how we interact with and

treat other people. Establishing rules and shared expectations for general conduct helps lay a solid

foundation, making the classroom learning flow accordingly with comfort and with no pressure

(Robert et al., 2005)

Establishing clear expectations is a vital aspect of effective classroom management. When

educators communicate their expectations to students regarding behavior, assignments, and

participation, a structured and organized learning environment is created. Clear expectations help

students understand what is required of them, reducing confusion and promoting a sense of

responsibility. By establishing clear guidelines and consequences, educators can maintain a positive

and focused classroom atmosphere in which students are motivated to meet expectations and take

ownership of their actions.

 The different related literature or studies define the different classroom management techniques

that are commonly used by teachers across the globe in different learning institutions, both public and

private. Additionally, the different studies emphasize the importance of each classroom management

and its strength when applied within a classroom. These studies contributed to the gap in exploring and

understanding the best classroom management strategies or techniques.

III. Theoretical framework:

This study is deeply anchored in social learning theory (STL) by the renowned psychologist

and professor emeritus at Stanford University, Albert Bandura.

Albert Bandura’s studies focused on understanding how individuals learn and develop through

observation and imitation of others. In the 1960s, Bandura’s famous experiment was about the Bobo

doll experiment, where in his experiment, children observed an adult being aggressive toward a Bobo

doll, and later, the children imitated the aggressiveness toward the Bobo doll being portrayed by the

adult. This provides empirical evidence for the role of observational learning and modeling in human

behavior.

Social learning theory (STL) proposed by Albert Bandura emphasizes the importance of

observational learning and modeling behavior. This suggests that individuals learn by observing others

and imitating their actions. This theory is particularly relevant to classroom management because it

recognizes the influence of teachers and peers on student behavior.

Social learning theory (SLT) is frequently characterized as a bridge between behaviorism

(conventional learning theory) and cognitive theory. While behaviorism emphasizes learning as a

transformation in outward behavior, primarily through reinforcement and repetition to mold behavior,

which is akin to rote learning, SLT integrates social factors into the learning process (Rumjaun and

Narud, 2020).
 By using the Social learning theory (STL), which emphasizes how students behave and learn

through the influence of environment, the proposed theoretical framework provides a lens for

understanding the different classroom management strategies or techniques that affect the students and

how they help the teacher manage the classroom and how effective it is.

By adopting social learning theory as the theoretical framework, researchers can examine how

students learn and adopt effective classroom management strategies by observing their teachers and

peers. They can explore how modeling positive behaviors such as organization, positive reinforcement,

and clear communication can contribute to a well-managed classroom environment.

Furthermore, social learning theory provides a basis for understanding the role of reinforcement

and punishment in shaping student behavior. Researchers can investigate how the use of positive

reinforcement, such as rewards and praise, can motivate students to exhibit desired behaviors, while

the appropriate use of punishment can discourage unwanted behaviors.

Additionally, the Social Learning Theory acknowledges the influence of the social environment

on behavior. Researchers can explore how peer interactions and social norms within the classroom can

impact the adoption and effectiveness of different management strategies.

Overall, the Social Learning Theory offers a comprehensive framework for understanding how

students learn and adopt effective classroom management strategies through observation, modeling,

reinforcement, and the influence of the social environment. It provides a solid foundation for

investigating the best classroom management strategies or techniques and their impact on student

behavior and academic outcomes.

IV. Research Methodology:

The research method for this study is entirely qualitative and was conducted in Lanao del

Norte, focusing on four schools. 1 primary teacher at Pinoyak Elementary School, 1 junior high school

teacher at Lanipao Catholic High School, 1 senior high school teacher at Lala National High School, 1
Senior High School teacher at Santo Niño Academy, and 1 part-time teacher at Christ the King College

de Maranding, INC. The sample size consists of five teachers teaching at different educational levels

from various institutions, both public and private. The participants are intentionally selected to ensure

diversity in answers and ideas, making the research findings credible.

List of participants:

Year Level Number of teachers as respondents

Elementary 1

Junior High School 1

Senior High School 2

College 1

Total: 5

Figure 1: List of participants.

The data was collected through written and oral interviews. Teachers in elementary, junior

high, and senior high schools were interviewed through oral interviews, while teachers in college were

interviewed through written. The answers in the oral interview were recorded via voice recording and

were deleted after the analysis due to the privacy of the teachers.

The different classroom management strategies were discussed first to give the teachers

insights into the common classroom management strategies and shed light on where their strategies

belong.

To add to the credibility of the study, the teachers were given the freedom not to base their

answers on the presented classroom management strategies and to focus on what they have

implemented and proven best based on their experience as teachers.

IV.1. Ethical Considerations

 Careful consideration throughout the research was given importance in terms of ethical

considerations to ensure the safety and rights of the participants. Before the interview, the respondents

were given prior notice about the involvement, and consent was asked to ensure that the participants

were all willing and that the answers were true and not merely created by the researcher alone.

The participants are given the assurance that their identities will remain hidden and will not be

exposed to the public. Personal information provided by the participants will be deleted along with any

recorded materials to respect the rights of the respondents as they have requested. The responses of the

respondents will be used for study purposes and will be erased after analysis.

During the process of analysis, the researcher alone has access to the raw data. Moreover,

ethical considerations were further shown by giving proper credit to the mentioned studies, and the

researcher was cautious in the study with humility, respect, and sensitivity to cultures.

Ethical considerations are given importance in this study to ensure that the study will not harm

the participants and protect their well-being.

IV.2. Limitations:

This study has limitations being considered. The participants of this study were limited to

Schools near the researcher's address, which may affect the findings of the study. Additionally, the

study did not discuss each classroom management strategy in-depth and focused only on the strength

of the mentioned classroom management strategies. Future researchers may address these limitations

by expanding the scope of participants increasing the number of participants and exploring the

different strategies.

V. Presentation of the analysis of the interview:

Although several classroom management strategies can be employed by a teacher in his/her classroom,

one thing that arises as a problem is how can the implemented classroom strategies cater to all of the
students without having other students feel isolated because a single classroom is capsulated with

different students.

The figure below shows a summary of the answers of teachers in terms of classroom

management strategies that they have implemented to manage their classrooms.

Year Level Classroom management Reason/s

strategy

 Modulation of the Voice modulation will be

voice an indicator of whether the

 Inserting Jokes teacher is angry or not,

Primary Level  Year-end gifts while inserting jokes

(Elementary) removes tension during the

discussion, and promising a

year-end gift will encourage

the students to go to school.

 Strict rules The students in this year

Secondary Level  Be aligned with level have to be taught in a

(Junior High School) standards manner that they will see

 Showing who is in charge because, at

professionalism this level, this is where they

are more curious, and where

they feel free and liberated

the most.

Secondary Level  Unpressuring In a senior high setting,

(Senior High School) activities the students need to see the

 Related to real-life world that will prepare them

activities. for the future, and activities

  Activities that will should not be hard so that

develop their they will have time to bond

initiatives. more and have a happy

school life.

 Setting up the Adaptive learning is

classroom important in a classroom

 Accountability of because the students are

own action. diverse, and as a teacher,

 Friendly aura. you will not generalize

Tertiary Level  Appraisal of them. Creating a

(College) achievements transformation classroom is

crucial for a teacher because

there are things to be

considered not just the

classroom and the students

but also yourself as a

teacher.

Figure 1. Different classroom management techniques used by different teachers.

VI. Summary of the findings:

The table presents the various classroom management strategies employed by teachers across

different year levels. It is evident from the table that each teacher’s approach is unique. Based on the

oral interviews I conducted, it is clear that classroom management styles can vary greatly and are

largely influenced by the specific group of students within a classroom.

 An elementary school teacher typically employs a strategy of offering tangible rewards to

stimulate student productivity and regular attendance. This approach not only motivates the students

but also makes learning more engaging and enjoyable for them. Over time, this method aids in shaping

students’ perception of education, transforming it into a positive and enriching experience. It instills in

them the understanding that education is not merely a duty but a pathway to personal growth and

development.

A Junior High School teacher shared that in education, the focus should not only be on

academic lessons. Equally important is the development of students’ moral and behavioral skills. This

involves guiding students in their actions, thought processes, and perceptions of the world around

them. It is about nurturing well-rounded individuals who are not only academically competent but also

possess strong ethical values and a broad understanding of their surroundings.

Regarding senior High School students, the teacher’s approach is focused on creating an

environment that is not overwhelming for them in terms of academics and social life. It is crucial to

ensure that students feel motivated and supported in both aspects. Social factors play a significant role

in shaping their behavior and attitudes because they are more susceptible to peer influence and trends.

Therefore, teachers need to pay attention to the social dynamics within the classroom and guide

students in distinguishing between right and wrong. By addressing these aspects, teachers can help

prevent negative behaviors from becoming deeply ingrained and more challenging to correct in the

future.

In a college setting, an instructor strongly advocates acknowledging the diverse needs and

learning approaches of students. They emphasize the importance of a student-centered classroom

approach that goes beyond simply delivering textbook content. By catering to individual needs and

employing interactive teaching methods, the instructor creates an inclusive and engaging learning

environment that fosters critical thinking, problem-solving, and collaboration. This student-centered
approach not only enhances academic performance but also empowers college students to take

ownership of their education and prepares them for success in their future endeavors.

VII. Conclusion, Implications, and Recommendations:

Conclusion: Considering the insightful findings derived from the comprehensive analysis of

the results of the study along with the different studies mentioned, it becomes abundantly clear that the

realm of classroom management is a dynamic and multifaceted landscape. There are no best classroom

management strategies that can be applied to most students simply because the student alone as a

factor of classroom management is the hardest to cater to among all factors that must be considered.

Based on the different ideas of the teacher toward the single topic classroom management, it is

clearly shown that despite the innovations that have been made toward the different strategies, it is still

not enough to effectively cater to each individual student, just like how insufficient it is to understand a

thousand-page book by reading a single section only.

Implications: The best way to be effective in terms of classroom management is by being a

flexible teacher equipped with skills and knowledge as wide as the unmeasurable differences of

students inside a large learning institution.

To navigate the complexities of classroom management, teachers must recognize and embrace

the individuality of each student. The findings from the analysis of the table highlight the importance

of tailoring classroom management strategies to meet the unique needs, learning styles, and

backgrounds of students. By acknowledging that there is no one-size-fits-all approach, teachers can

create an inclusive and supportive learning environment that fosters engagement, motivation, and

academic success.

Moreover, the varying perspectives of teachers toward classroom management underscore the

ongoing need for continuous professional development and growth. Despite advancements in

educational strategies, there is no definitive solution that can effectively cater to the diverse range of
students. This realization emphasizes the importance of teachers continuously expanding their skills

and knowledge, staying abreast of current research and best practices, and seeking opportunities for

professional development. By being lifelong learners, teachers can adapt their approaches and remain

responsive to the evolving needs of their students.

Furthermore, effective classroom management goes beyond the implementation of strategies

and techniques. It requires the cultivation of positive relationships between teachers and students as

well as a supportive and inclusive classroom culture. Building strong connections with students fosters

trust, respect, and a sense of belonging, which in turn enhances student engagement and cooperation.

By creating a safe and nurturing environment where students feel valued and supported, teachers can

establish a foundation for effective classroom management.

Taking everything into account, the analysis of the table and the diverse perspectives of

teachers highlight the complexity and individuality of classroom management. Recognizing that

students are the most challenging factor to cater to, teachers must embrace flexibility, continuous

professional development, and the cultivation of positive relationships. By tailoring strategies to meet

the unique needs of students and creating a supportive classroom culture, teachers can create an

inclusive and engaging learning environment that promotes academic success and personal growth.

Effective classroom management is an ongoing journey of adaptation, growth, and dedication to

meeting the diverse needs of students.

Recommendations: For future researchers, further analysis of the mentioned classroom

management strategies is highly recommended as it provides a better grasp and unbiased ideas of each

strategy. For teachers, thorough assessment of the students is the first step in making or innovating

your own classroom management strategies or techniques, and by that originality that is appropriate for

the students are best compared to trending yet not effective and efficient toward the students.
 References

Ahmad, I., Said, H., & Khan, F. (2013). Effect of corporal punishment on students' motivation and
classroom learning. Rev. Eur. Stud., 5, 130. Retrieved from
https://heinonline.org/HOL/LandingPage?handle=hein.journals/rveurost5&div=53&id=&page=
Colvin, G., & Scott, T. M. (2014). Managing the cycle of acting-out behavior in the classroom. Corwin
Press. retrieved from https://books.google.com.ph/books?
hl=en&lr=&id=0_itBQAAQBAJ&oi=fnd&pg=PP1&dq=ADDRESS+BAD+BEHAVIOR+IM
MEDIATELY+as+classroom+management+geoff+colvin&ots=HcC7ftAvGD&sig=pp9QHtK
KFowBlur6UQBnoarf35w&redir_esc=y#v=onepage&q=ADDRESS%20BAD
%20BEHAVIOR%20IMMEDIATELY%20as%20classroom%20management%20geoff
%20colvin&f=false
Erickson, F. (2011). Taking advantage of structure to improvise in instruction: Examples from
elementary school classrooms. Structure and improvisation in creative teaching, 113-132.
Retrieved from https://books.google.com.ph/books?
hl=en&lr=&id=ym9LrnH1PfsC&oi=fnd&pg=PA113&dq=Holding+parties+inside+classroom+
by+Frederick+Erickson+2010&ots=4vE11u4ou5&sig=MyIX1OTqUUmASsLrLS0Uh8yzmmc
&redir_esc=y#v=onepage&q&f=false
Marzano, R. J. (2005). A handbook for classroom management that works. ASCD. Retrieved from
https://books.google.com.ph/books?
hl=en&lr=&id=BMOQFLa0fcEC&oi=fnd&pg=PA1&dq=establish+expectation+
+as+classroom+management+
+robert+2005&ots=HwTaBrwzwm&sig=PXl_mmRtOwr70ibIwRwJCBUwMSM&redir_esc=y
#v=onepage&q=establish%20expectation%20%20as%20classroom%20management
%20%20robert%202005&f=false
Ojeje, M. A. RELEVANCE OF CLASSROOM ACTIVITIES AS STRATEGY FOR SCHOOL
IMPROVEMENT IN CONTEMPORARY NIGERIA. OUTLOOK ON HUMAN CAPACITY
BUILDING AND DEVELOPMENT, 351. Retrieved from
https://www.researchgate.net/profile/RebeccaQuansah/publication/342665485_THE_MICROS
CALE_SCIENCE_EQUIPMENT_AS_A_CONCEPTUAL_AND_ATTITUDINAL_CHANGIN
G_TOOL_TOWARDS_SUSTAINABLE_DEVELOPMENT/links/
5f56367292851c250b99bd73/THE-MICROSCALE-SCIENCE-EQUIPMENT-AS-A-
 CONCEPTUAL-AND-ATTITUDINAL-CHANGING-TOOL-TOWARDS-SUSTAINABLE-
DEVELOPMENT.pdf#page=377
Okon, J. J. (2011). Role of non-verbal communication in education. Mediterranean Journal of Social
Sciences, 2(5), 35-40. Retrieved from https://citeseerx.ist.psu.edu/document?
repid=rep1&type=pdf&doi=ae3b73a575d1d0e6cbc62e3b5c43b29d9fb59728
Phungphai, K., & Boonmoh, A. (2021). Students’ Perception towards the Use of Rewards to Enhance
Their Learning Behaviours and Self-Development. JEE (Journal of English Education), 7(1),
39-55. Retrieved from https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=
%09+GIVE+OUT+REWARDS+FOR+GOOD+BEHAVIOUR&btnG=

Romi, S., Lewis, R., & Salkovsky, M. (2015). Exclusion as a Way of Promoting Student
Responsibility: Does the Kind of Misbehavior Matter?. The Journal of Educational Research,
108(4), 306-317. retrieved from
https://www.tandfonline.com/doi/abs/10.1080/00220671.2014.886177
Shafer, K. S., & Silverman, M. J. (2013). Applying a social learning theoretical framework to music
therapy as a prevention and intervention for bullies and victims of bullying. The Arts in
Psychotherapy, 40(5), 495-500. Retrieved from
https://www.sciencedirect.com/science/article/abs/pii/S0197455613001317
Stough, L. (2001). Classroom management: A critical part of educational psychology and
teacher education. Retrieved from.
https://oaktrust.library.tamu.edu/bitstream/handle/1969.1/153169/Classroom%20managementA
%20critical%20part%20of%20educational%20psychology%20and%20teacher
%20education.pdf
Wilson, J. H., Ryan, R. G., & Pugh, J. L. (2010). Professor–student rapport scale predicts student
outcomes. Teaching of Psychology, 37(4), 246-251. Retrieved from
https://journals.sagepub.com/doi/abs/10.1080/00986283.2010.510976earning-Process.pdf