Elementary school teachers' experiences of implementing the Teacher Classroom Management Method : Case study in Finland

This is a self-archived version of an original article. This version may differ from the original in pagination and typographic details. Author(s): Title: Year: Version: Copyright: Rights: Rights url: Please cite the original version: CC BY-NC-SA 4.0 https://creativecommons.org/licenses/by-nc-sa/4.0/ Elementary school teachers' experiences of implementing the Teacher Classroom Management Method : Case study in Finland © 2023 International Journal on Studies in Education Published version Maunula, Minna; Granlund, Kati; Harju-Luukkainen, Heidi Maunula, M., Granlund, K., & Harju-Luukkainen, H. (2023). Elementary school teachers' experiences of implementing the Teacher Classroom Management Method : Case study in Finland. International Journal on Studies in Education, 5(3), 332-347. https://doi.org/10.46328/ijonse.144 2023 www.ijonse.net Elementary School Teachers' Experiences of Implementing the Teacher Classroom Management Method - Case Study in Finland Minna Maunula University of Jyväskylä, Kokkola University Consortium Chydenius, Finland Kati Granlund University of Turku, Finland Heidi Harju-Luukkainen Nord University, Norway & University of Jyväskylä, Finland To cite this article: Maunula, M., Granlund, K., & Harju-Luukkainen, H. (2023). Elementary school teachers' experiences of implementing the Teacher Classroom Management Method - Case study in Finland. International Journal on Studies in Education (IJonSE), 5(3), 332-347. https://doi.org/10.46328/ijonse.144 International Journal on Studies in Education (IJonSE) is a peer-reviewed scholarly online journal. This article may be used for research, teaching, and private study purposes. 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International Journal on Studies in Education 2023, Vol. 5, No. 3, 332-347 https://doi.org/10.46328/ijonse.144 332 Elementary School Teachers' Experiences of Implementing the Teacher Classroom Management Method - Case Study in Finland Minna Maunula, Kati Granlund, Heidi Harju-Luukkainen Article Info Abstract Article History Received: 13 December 2022 Accepted: 05 April 2023 The diversity of pupils and their different difficulties challenge teachers' skills and methods in teaching. Some behavioral challenges require rapid intervention and a multidisciplinary and interdisciplinary approach from the teachers. An internationally recognized tool, TCM (Teacher Classroom Management), aims to support pupils' socio-emotional development, improve teacher-pupil interaction, and strengthen school-home cooperation. This pilot study examines teachers' experiences of TCM in Finnish primary school context. The study is qualitative, and the data (N=16) was collected through focus group interviews. According to the results, the teacher's strengthened group management skills were positively reflected in the classroom. Teachers´ positive communication with the class strengthened interaction and made it easier to deal with difficult issues. However, implementing TCM in the school community requires ongoing support. Collegial experiences and renewed group management skills strengthened the teachers’ own experience of coping at work. The TCM method provided appropriate group management tools. Keywords Elementary school Teacher Classroom Management Method Behavioral response Pupil Teacher Sustainable well-being Introduction A child's reactive behavior challenges his or her environment, including the teacher, in many ways in everyday work. A pupil's reactivity can be caused by a variety of factors, such as learning challenges, diagnosed developmental challenges, or conditions in the child's growing environment (Ford et al., 2017). If a pupil's behavioral dysregulation is severe, it usually has a significant impact on the daily life of the classroom (Reyes et al., 2012). Moreover, the way in which a teacher responds to and manages behavioral problems is reflected in the school life of the class. In the worst case, the teacher's actions may even exacerbate the problem. A negative spiral can be created, where a large part of the teacher's time is taken up with the symptomatic pupil and the rest of the class does not get the teaching, support and attention they need. The atmosphere in the classroom becomes negative and problem-focused (Jenkins & Ueno, 2017.) If there are more pupils in the classroom who are reacting with their behavior, the teacher's group management skills are put to the test. If the teacher's group management is not based on planned and structured guidance, the classroom can descend into chaos. (Dicke et al., 2014.) Everyday challenges for children, such as aggressive behavior, can lead to negative development not only in school but also in other environments. For example, early onset violent behavior can lead to later violent acts and other crimes with lifelong consequences (Ford et al., 2017). The accumulation of problems can be prevented International Journal on Studies in Education (IJonSE) 333 through early anticipation and intervention, which supports both the pupil and his or her family and the teacher (Dicke et al., 2014). One practical and quickly applicable approach to a challenging situation is to provide additional training to strengthen primary school teachers in the use of group management methods (Webster-Stratton, 2000; Webster- Stratton et al., 2004). In the Finnish primary school studied, the Incredible This study describes the implementation of the TCM method and presents teachers' experiences of its use. The pilot was motivated by the desire to find evidence-based, sustainable, and replicable solutions to phenomena arising from growth environments or services, and to promote service integration. The starting point was that a good everyday life for children, young people and families constitutes a systemic whole, which requires measures that go beyond the traditional Finnish schoolsocial services-health care sectors. Early support reduces the need for burdensome, labor-intensive, and costly interventions - without forgetting its human benefits. The Finnish model of support is structured in a stepwise progression from general to more specific support, with universal programmes such as the TCM group management method at the lowest level. The piloting of the TCM group management method in Finnish primary education was carried out in close cooperation with the education and family center services. The aim was to strengthen prevention of behavioral problems and holistic situation assessment. It was hoped that the introduction of the model would create a new, common service model for the prevention and treatment of behavioral disorders in children. The Wonder Years methodology can be implemented in the service system, both in the education sector and in social and health services. The idea is that families should receive the support and help they need in a timely manner. As the child grows and the challenges become greater, a light intervention is not enough: at least longer-term, group-based parenting support and often other interventions are needed. In early childhood education and care and in schools, there is also a need for proven effective ways for teachers to support children's growth and development. Teachers also need to know how to help children and families with behavioral challenges. It is essential to support children with consistent tools in all child development contexts. Based on these premises, this study explicates teachers' experiences of using TCM in Finnish schools. The starting point was the growing concern about pupils who are reactive in their behavior, especially the rapid increase in aggressive behavior of children and the potentially cumulative negative development. Theoretical Framework Behaviorally Reactive Pupils at School Behaviorally reactive pupils challenge the teacher in everyday school life and often undermine the teacher's ability to manage the teaching group (e.g. Nash et al., 2015; Dicke et al., 2017; Jenkins & Ueno, 2017). The reasons behind pupil behavior can be very different (Ford et al., 2017). From the perspective of the pupil, the school and the home, the situation can form a negative cycle where problems accumulate (Harju-Luukkainen, Sandberg & Itkonen, 2018). The cycle starts with minor offenses, tweaking and violent behavior, but can even lead to a crime spiral (Ford et al., 2017). Early intervention is both humanly and financially rewarding (Mejia & Hoglund, 2016). Maunula, Granlund, & Harju-Luukkainen 334 Internationally, education, social and health services are organized in different ways. In the Finnish context of the welfare state, multi-professional cooperation and crossing traditional sectoral boundaries are considered to achieve sustainable and effective results. This is the best way to support pupils who respond to their behavior, but rapid action across sectoral boundaries is often challenging due to lack of resources. The situation has been further exacerbated by the Covid-19 pandemic, professional workloads, and the increasing need for help. Teachers' resilience during the pandemic has also been a concern (e.g. OAJ, 2020), with increased workloads and a greater diversity of starting points for pupils. According to the Finnish Basic Education Act (1998/628), pupils are entitled to adequate support for learning and school attendance, including three levels of general, enhanced and special support, throughout their basic education. The aim is to act preventively and according to the individual needs of the pupil. The Finnish school system has long been considered equal, but today the starting point is equality of opportunity (Harju-Luukkainen et al., 2022b). In recent decades, Finnish education has moved from segregative practices to integrative and inclusive teaching arrangements (Harju-Luukkainen et al., 2018). Social inequality is on the rise and increased social and regional segregation is challenging basic education and early childhood education systems at both local and national level (Berisha & Seppänen, 2017). A growing phenomenon is school-based segregation: schools can have very different class sizes (Kosunen et al., 2020). However, the Finnish system is well placed to strengthen equality, especially through models of positive special treatment resourcing and cross-sectoral cooperation (see Berisha & Seppänen, 2017; Harju-Luukkainen et al., 2018); Harju-Luukkainen et al., 2022a). The TCM Method to Support Teachers' Work A range of programmes and methods are available to support the work of educational, social and health professionals, both for children and parents, including the Incredible Years programme. The programme is a group-based programme developed by Carolyn Webster-Stratton, Professor Emerita of Psychology in the United States (Webster-Stratton, 2000). The programme includes prevention and treatment programmes for parents, separate programme components for children, and group management method training for early childhood educators and primary school teachers. According to Webster-Stratton (2000), the first change occurs in the teacher, whose change in behavior results in changes in children's behavior. Teacher Classroom Management (TCM) is designed to promote the socio-emotional development of children aged 3-12, improve teacher-pupil interactions and strengthen school-home partnerships (Webster-Stratton, et al., 2004). The programme is based on social learning theory and behavioral-cognitive theory. It also incorporates ideas from positive psychology and positive pedagogy. The Incredible Years programme has been studied for more than 30 years and has been shown by international research to be a highly effective intervention (e.g. Korest & Carlson, 2022). When teachers adopt a structured, consistent, and ongoing group management approach, it has a significant impact on their working style. The most significant change in working style comes from the teacher's increased awareness to approach behavioral symptoms through a positive framework. The teacher looks at her own classroom management practices to assess whether they serve to enable children to behave in desirable ways. The method's participatory tools motivate pupils to practice new social and self-regulation skills and to work as a group according to expectations. The teacher ensures that each child finds a positive role in the classroom and that the group takes International Journal on Studies in Education (IJonSE) 335 care of its own members (Webster-Stratton, 2004). The effectiveness of TCM and its components has been meta-analyzed by Nye et al (2017). The meta-analysis compiles studies on the effectiveness of TCM and how the method and its effects are perceived. The meta-analysis includes nine quantitative, qualitative or a combination of quantitative and qualitative studies. The studies were conducted in five different countries: one in England and two studies in Ireland, Jamaica, the USA and Wales. The meta-analysis systematically reviews and integrates research evidence on the effectiveness of TCM and the experiences of stakeholders. The qualitative section of the meta-analysis shows that TCM enhances teachers' knowledge of pupils' development, abilities and needs. Group management and everyday classroom activities were also strengthened. The use of TCM is reflected in teachers' emotional well-being, calmness, and reduced stress. Teachers also experienced a renewed enthusiasm for teaching. From a pupil perspective, behavior became more task-oriented, with a reduction in disruptive or aggressive behavior. Pupils' social relationships were strengthened, and their appreciation of others, emotional well-being and self-confidence increased, and shyness decreased. Academic skills were further strengthened and participation in lessons increased. According to another meta-analysis (Classroom management 2022), group management requires both preventive and reactive strategies. The focus is on preventive strategies that encourage pupils to perform on task, to be motivated to learn and to be social. Effective preventive strategies include creating and maintaining a positive classroom climate, structuring lessons carefully and teaching rules and routines clearly to pupils. It is essential that expectations are actively reminded and monitored. Responsive strategies support pupils' commitment to relearning. Effective remedial practices include identifying the causes of pupil behavior, consistency of compensatory measures. It is essential that instructions are given calmly and are proportionate to the level of behavior. Oliver et al (2011) reviewed a meta-analysis of 12 TCM studies from the USA and the Netherlands. This metaanalysis also found that effective group management focused more on preventive than reactive procedures. The teacher's actions aimed to create a positive classroom atmosphere and focused on paying attention to appropriately behaved pupils. Rules and routines were effective preventive components because they set clear expectations for classroom behavior. Monitoring pupil behavior allowed the teacher to give recognition to pupils who behaved in line with expectations. Teacher group management practices had a significant positive effect on reducing problem behavior in the classroom, according to the meta-analysis. In Finland, the Incredible Years programme has been running parenting groups for over 15 years and the TCM method was piloted in 2010. Monitoring and more systematic support for the implementation of the TCM method has only started to be developed in recent years (Granlund & Imberg, 2021.) Since 2020, the national home-based activities of the Incredible Years programme have been under the auspices of the Centre for Child Psychiatry Research at the University of Turku, where a national monitoring system was also developed to support implementation and research. The aim of the research is to provide strong research evidence-based information to support decision-making and tools for the development of service systems (Granlund & Imberg, 2021; UTU Child Psychiatry Research Center.) A quantitative longitudinal study on the effectiveness of the TCM method is Maunula, Granlund, & Harju-Luukkainen 336 underway at the University of Turku Child Psychiatry for all early childhood educators and teachers participating in the 2021-25 TCM method training in Finland. The TCM Method in the Perspective of International Research In addition to meta-analyses, TCM has been studied in many countries and settings, and a brief review of these can outline the diversity of research. Table 1 summarizes examples of international studies on TCM. Table 1. International Studies on TCM Article Country Research design Sample Results Reinke et al., (2020) United States Benefits of TCM for children from kindergarten to third grade receiving special education services. Pupils receiving special education N = 1 817 from kindergarten to third grade Teachers N = 105 TCM reduced concentration problems, disruptive behavior and increased social inclusion of pupils with special educational needs, especially when these pupils participated in mainstream education using TCM tools. Holmes et al., (2021) United States Teacher engagement in TCM training sessions, sustained intervention implementation and pupil behavior over time. Teachers N = 44 Teacher engagement during TCM training is linked to the embedding of the method and is also reflected in the effectiveness of reducing disruptive behavior in the classroom. Tveit et al., (2020) Norway Effects of TCM on behavioral problems in high-risk children in day care 3-6 year olds N = 1085 The TCM programme improves relations between pupils and teachers. TCM affects the pupilteacher interactions of all pupils, including those clinically identified as being at risk. The application of TCM in day care has significant preventive effects. Hyland 2014 Ireland TCM stakeholders' experiences of behavior management, implementation Teachers, principals, TCM implementation team N =23, classroom observations N = 22, Teachers' positive group management strategies increased and negative ones decreased significantly. TCM supported teachers in teaching socio- International Journal on Studies in Education (IJonSE) 337 Article Country Research design Sample Results processes surveys N = 11 emotional skills. Some of the TCM methods were perceived as less useful. TCM provided teachers with new approaches to classroom management and enabled peer sharing and collaboration. Kennedy el al,. 2014 Irland TCM and teachers' self-efficacy, wellbeing and job fatigue Primary school teachers N = 368 TCM group management training has psychological benefits for the teacher, which strengthens the teacher's psychological well-being. Allen et al., 2020 United Kingdom Teachers' perceptions of the TCM method Teachers N = 44 The TCM method changes the teacher's professional ethos to a more positive and pupil-centred one. Interaction focuses on positive issues with both pupils and parents. Teachers' evaluations of the effectiveness of TCM in reducing challenging behavior vary. Hayes et al., 2020 United Kingdom The relationship between the TCM method and teacher well-being, fatigue, self-confidence Teachers N = 80, of which 40 control group The training and use of TCM has no effect on the work stress, selfefficacy and well-being of classroom teachers. When considering the effectiveness of universal methods, it should be noted that different school systems, social and health services and related funding systems are structured differently internationally. This calls for systemic and context-sensitive research. In Norway, for example, support for children with behavioral problems is organized and the implementation of methods appears to be systematic and continuous (Nubu). In contrast, the piecemeal nature of Finnish project funding challenges the systematic development of systemic-level activities, method implementation and evaluation of effectiveness (Granlund & Imberg, 2021). Individual projects start and end, with no evidence of their potential benefits and no research-based attachment to existing practices. Data and Methods The study combines different disciplinary perspectives to investigate the impact of piloting the TCM group management method during the academic year 2021-2022. The study examines teachers' experiences of the TCM Maunula, Granlund, & Harju-Luukkainen 338 method through qualitative research, a case study perspective, and an intervention study. The data was collected through thematic focus group interviews based on the research questions. As in intervention studies in general, the study examines what begins to happen during the TCM training process as experienced by the teachers. Based on previous research, the study examines the teacher's experience from the following abductive perspectives: 1) Teacher's group management skills, pupils, and class group, 2) Home-school cooperation, 3) School community and culture, and 4) Teachers´ job satisfaction. The TCM group management workshop started in August 2021, and a total of 16 teachers from grades 1-6 from the two pilot schools were selected to participate. The number of applicants exceeded the capacity of the group and eight permanent teachers from each school were selected. The TCM workshop training lasted one semester and took place over six full training days, approximately 3-4 weeks apart. The trainers were trained TCM instructors. The group workshop training was interactive and included theory and exercises, problem solving, peer discussions and video examples of interaction situations. The workshop included elements of supervision and the introduction of the method in the children's group was supported by practical exercises and phone calls between the training days. The method provides teachers and educators with structured, pedagogical practices and tools based on strong research evidence to support pupils' emotional and interpersonal skills and empathy development (Nye et al., 2017; Webster-Stratton, 2000; Webster-Stratton et al., 2004). The data collection was based on the themes of the study. The data were obtained through focus group interviews at two different stages of the TCM training process: 1) during the training, when two training days had been completed, and 2) at the end, when all six training days had been completed. The focus group interviews were conducted on a school-by-school basis with teachers from each school separately. Sixteen teachers participated in the study, eight from each school. They were classroom teachers (N = 12) or special education teachers (N = 4). The interviews were conducted using an online conferencing system and were recorded and transcribed in accordance with ethical principles. Each interview lasted almost two hours and was attended by the principal researcher and the teachers involved in the training and research, except for a few absences due to illness. To analyze the data, the qualitative content analysis started by dividing the data according to the theoretical themes of the study. As the hermeneutic analysis progressed, further content analysis and interpretation of each of the pre-identified themes delved into the qualitative nuances of the data and the understanding of the relationships between the different themes and the whole. 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US Department of Justice, Office of Justice Programs, Office of Juvenile Justice and Delinquency Prevention. https://www.ojp.gov/pdffiles1/ojjdp/173422.pdf Read 2.2.2022 International Journal on Studies in Education (IJonSE) 347 Webster-Stratton, C., Reid, M. & Hammond, M. (2004). Treating children with early-onset conduct problems: Intervention outcomes for parent, child, and teacher training. Journal of Clinical Child and Adolescent Psychology, 33, 105–124. https://doi.org/10.1207/S15374424JCCP3301_11 Author Information Minna Maunula https://orcid.org/0000-0001-7968-705X University of Jyväskylä Kokkola University Consortium Chydenius PL 567, 67701 Kokkola Finland Contact e-mail: [email protected] Kati Granlund https://orcid.org/0009-0002-8968-026X University of Turku Child Psychiatry Research Centre 20014 University of Turku Finland Heidi Harju-Luukkainen https://orcid.org/0000-0002-4532-7133 University of Jyväskylä Finland & Nord University Norway