Evidence Based Management Case Study

1. What are the possible reasons for not using evidence-based management procedures?

Chapter 1 gives us some reasons for why teachers aren’t using evidence-based management procedures in their classrooms. To begin, some pre-service teachers aren’t trained well in methods for behavior management. Often times, very few classroom management courses are offered, leaving new teachers feeling a little unprepared for what it is actually like in the “real” classroom. Second, teachers aren’t really taught how to analyze the research of behavior management approaches. Sometimes it is just assumed that the new, popular approaches are always the best; that definitely isn’t the case. Third, there isn’t one united theory of behavior management. This may

Also, this model puts the focus of responsibility directly on the students, but it is important to understand that student choices are greatly affected by what teachers do in the classroom. In addition, it is inconsistent in its basic idea of motivation and what teachers do to affect this motivation. Finally, this model’s effectiveness can’t truly be evaluated because internal needs can’t be directly observed or controlled/manipulated. This makes it impossible to demonstrate the relationship between cause (satisfying student needs) and effect (improved student

Because of this, the behavioral model has been found to be by far the best practice in behavior management. It relies on an analysis of events in the environment to demonstrate a cause-and-effect relationship between environmental and behavior changes. This being said, there are two common misunderstandings that come with this model, preventing some professionals from using it: intrinsic vs. extrinsic awards and the issue of control. Once these misconceptions are better understood, this model will have a bigger impact, as it takes the most effective and efficient approach in helping more students with their behavior and learning