Evaluation of the Incredible Years Teacher Classroom Management (TCM) Programme in Gwynedd

1. Evaluation of the Incredible Years Teacher Classroom Management (TCM) Programme in Gwynedd Pam Martin Supervised by Prof. Judy Hutchings and Dr. David Daley Funded by Gwynedd Education Authority and The Economic & Social Research Council (CASE Award)

2. Testing the TCM Programme’s Efficacy (AKA Questions that Gwynedd Education Authority would like answered): • Does training in the TCM programme change teacher behaviour? • If so, does this change positively affect pupil behaviour? • Does the programme work classroom-wide: is it a Global Intervention?

3. Current Study: • 12 classrooms, 11 schools • Observe using the Teacher-Pupil Observation Tool (T-POT) • 16 teachers (6 jobshare) • Teacher version of Strengths and Difficulties Questionnaire (TSDQ)

4. Observe and code (according to SDQ score on the Total Difficulties scale): • 3 low difficulties children • 3 children with scores around the mean • 3 challenging children Also Parent SDQs for Index

5. The Teacher Classroom Management (TCM) Programme • Ignoring minor attention-seeking behaviours like table kicking etc • Praise • Clearer commands • Attention to good behaviours &/or shy pupils • Promoting altruism & good behaviour through modelling

6. The Teacher-Pupil Observation Tool (T-POT) Categories of Teacher and Child behaviour Variety of coding: T alone; Index alone; Classroom etc Tested and validated

7. Teacher Teacher Positive: Smile Teacher Negative: critical comment Indirect Command: vague command Labelled Praise: e.g. good girl, you’ve kept all your pencils. Child Disruptive: shouting loudly Off-Task: Looking around Initiation to Peer: asking for a pencil Positive: hug Compliance: to command Examples of T-POT Category Behaviours

8. Comparison of TCM and Non-TCM Teachers at Time 2: Teacher to Classroom Behaviours

9. Comparison of Children in TCM-Trained Teachers’ Classrooms with those in non-TCM Teacher’s Classrooms

10. Proportion Data TCM Teachers give higher percentage of positives to negatives than Non-TCM TCM Teachers give more praise for every negative than Non-TCM Teachers TCM Classrooms display more compliant behaviour for every act of non-compliance than non-TCM children TCM classrooms display more positive behaviours for every negative, than their non-TCM peers.

11. Comparing TCM with Non-TCM High Total Difficulties Score Children

12. TCM v Non-TCM Teachers’ Proportional Data with Problematic Children • TCM more positives and praise for every negative • TCM Class problematic children display higher frequencies of compliance for every non-compliance than Non-TCM; ditto frequencies of positives to negatives.

13. Does training in the TCM change Teacher Behaviour? • Yes it does…. • More positives • less negatives • more praise • Clearer commands

14. Does the change in Teacher Behaviour Positively affect Pupil Behaviour? • Yes it does • More On-Task behaviours • Less Non-Compliance • More Compliance • Less Negative behaviour towards the teacher • Less Negative behaviour towards other children in the class • Generally more positive behaviour and less negative

15. Does it work for the classroom as a whole, i.e. a range of behaviours? • Again, yes it does! • Low problems score children (as a result of their teacher undergoing TCM training) are: • significantly more positive • Significantly more compliant • Significantly less negative to teacher and in general AFTER TCM TRAINING • Ditto Pro-Social children

16. Thanks for listening! If you would like to know more about this research, feel free to email (or chat during the lunch break!) p.martin@bangor.ac.uk