| Description |
Managing student behavior is a significant challenge for teachers worldwide, as reported in various studies (Eisenman et al., 2015; Kwok, 2020). Many teachers feel ill-equipped to handle student behavior effectively (Paramita et al., 2020). Classroom management, however, is crucial for successful teaching and learning (Burden, 2020). Inadequate management can negatively impact not only the well-being of teachers and students but also hinder students' sense of responsibility and self-concept, leading to disruptive behavior in the classroom (Larrivee, 2008; Omoteso & Semudara, 2011). One key component of effective classroom management is effective communication (Burden, 2020). When teachers respond to student behavior in a proactive, student-centered manner, it creates a positive and productive learning environment in which students feel valued and engaged (Clunies-Ross et al., 2008; Hepburn & Beamish, 2019; Porter, 2014) and leads to better learning outcomes. Despite the importance of student-centered communication practices in behavior management, empirical support in this area is limited, highlighting the need for further study. In order to fill this gap, we conducted a systematic review of 898 studies to identify effective student-centered communication practices in classroom behavior management. We adhered to the PRISMA protocol (Booth et al., 2016) and employed a variety of methods to gather studies, including searching databases, reviewing references, and consulting experts (Randolph, 2009). Our review led us to identify 16 studies that demonstrated positive outcomes of student-centered teacher responses. Using a content analysis approach, we were able to identify five key categories that characterize effective student-centered behavior management responses and developed a table of 24 communication strategies. These strategies, such as Active listening, Taking students’ perspectives, Non-directive language, I-statements, etc. were all reported to lead to lower behavior problems and greater engagement in the classroom. Additionally, these communication strategies have positive effects on student motivation, learning outcomes, responsibility, and interpersonal classroom climate. Our findings highlight the importance of effective communication skills in the classroom and provide valuable insights for teachers and teacher educators to enhance their practice. Teacher educators can use these findings to develop training programs that focus on effective communication strategies and provide opportunities for pre-service teachers to practice and apply these strategies in real-world classroom settings. This presentation will explore the theoretical framework of the study, systematic review methodology, and results, and discuss the implication for teacher education practice.
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