Classroom Management Communication Strategies Supplementary Files

Supplementary Materials for the Dissertation: Novice Teachers, Challenging Behavior, and Effective Communication: Exploring Classroom Practices and Implications for Support

This set of supplementary materials accompanies the dissertation, which focuses on how novice teachers communicate with students when addressing challenging behaviour in the classroom, including the types of situations they face, the strategies they use, and the effects of these strategies on student behavior. The dissertation consists of a systematic review and two empirical studies exploring pre-service and novice teachers’ perceptions, strategies, and real-time responses in classroom situations. The supplementary materials include extended data and coding frameworks used in the studies. These materials provide additional context, transparency, and depth to the research and are also available as supplementary files with the corresponding journal articles.

The collection includes the following materials, organized by study:

Study 2 – Student-centered teacher responses to student behavior in the classroom: A systematic review

• Table S1 – Categorisation Process of Student-Centered Communication Strategies:
  Provides a description of how categories of communication strategies were developed through qualitative content analysis of included studies.
• Table S2 – Definitions, Examples, and References for Student-Centered Communication Strategies:
  Presents a comprehensive list of strategies identified in the systematic review, including definitions, examples, and references from the included studies.

Study 3 – Novice Teachers’ Classroom Behaviour Management: Situations, Responses, and Impact on Student Behaviour

• Figure S1 – Definitions and Examples of Challenging Student Behaviour:
  Lists the categories of challenging behaviour observed in classrooms, with definitions and examples.
• Figure S2 – Definitions and Examples of Teacher Responses to Challenging Behaviour:
  Presents a categorisation of teacher responses, including definitions and examples.
• Figure S3 – Definitions and Categories of Response Effectiveness:
  Describes the coding framework used to classify the effectiveness of teacher responses, with definitions and examples.
• Table S1 – Relative Effectiveness of Teacher Responses to Challenging Student Behaviour:
  Summarises the observed effectiveness of different teacher responses across categories (no effect, short-term, long-term impact).