The Behaviour Management Network

The Dynamic Classroom Management (DCM) approach (Edmunds & Edmunds, 2008; 2010; Johnson & Edmunds, 2006) to classroom management has proven highly effective, with demonstrable improvements in student behaviours, reduction in referrals to the principal’s office, and an overall enhancement of the tone of classrooms and schools (Edmunds, 2010a; 2010b; 2011).

 

Project Category:
Exploiting available research more effectively
Topic Area:
Classroom Management, Elementary, Science Education
Ministry Priority
(2011-2013):
Teaching and Learning, Engagement
Project Lead(s):
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Brief Background:
The Dynamic Classroom Management (DCM) approach (Edmunds & Edmunds, 2008; 2010; Johnson & Edmunds, 2006) to classroom management has proven highly effective, with demonstrable improvements in student behaviours, reduction in referrals to the principal’s office, and an overall enhancement of the tone of classrooms and schools (Edmunds, 2010a; 2010b; 2011).
Research Context:
Effective classroom management approaches are in great demand, as there is ample research evidence that: (1) student misbehaviour is one of the most serious problems facing schools (Evertson & Weinstein, 2006a; 2006b); and (2) no other educational factor undermines student learning and achievement as much as poorly managed classrooms and the problematic behaviours that result from students feeling disconnected (Lewis, Newcomer, Trussell, & Richter, 2006). The Dynamic Classroom Management approach was developed in response to Lewis et al.’s. (2006) and Brophy’s (2006b) calls for additional studies that design and validate classroom management interventions within a school- wide process so that broader systemic applications across multiple schools can be entertained.
Knowledge Mobilization Activities:
Knowledge mobilization was inherently built into this project as one school in TVDSB was selected to receive the full DCM intervention with the agreement that the staff training and school intervention could be videotaped. The existing DCM materials (which were designed for research) were transformed into training and intervention resources based on the outcomes of the TVDSB intervention. These new resources include a website (The Behaviour Management Network - http://www.edu.uwo.ca/dynamic-classroom-management/index.asp ) where educators can easily access all DCM materials. In addition, knowledge was mobilized through workshops with Ontario School Board personnel, visits to schools, and at education conferences (e.g., 2012 Ontario Education Research Symposium). To encourage the continued sharing of knowledge in the domain of classroom management, the Project Leader has encouraged educators to share with him (via personal email) their experiences with the DCM approach. At a later date, the Project Leader will then provide a brief update on the website.
Outcomes:
The intention of this project is to increase the impact/use of research knowledge in Ontario schools by addressing one of teachers’ primary concerns – classroom management. Dissemination of an easily implemented approach that has been researched and developed in Ontario schools provides all Ontario schools with a readily available method of improving the teaching/learning environment while enhancing student engagement.