A small-scale study by Clayton Cook and colleagues, published in the Journal of Positive Behavior Interventions, investigated the impact of a Positive Greetings at the Door (PGD) strategy.
Ten English and maths classrooms (from sixth to eighth grade – Years 7-9) in two schools in the Pacific Northwest of the United States were identified that had low levels of academic engaged time (AET) and a high rate of disruptive and off-task behaviour. In total, 203 pupils took part. A randomised block design was used to allocate the classes to intervention and control groups.
Teachers of intervention classes were provided with training sessions and follow-up coaching on a PGD strategy (greeting the pupils by name, reminding pupils individually and collectively of behaviours for success, having a structured learning activity ready, and positively recognising on-time behaviour). Teachers in the control classes were given the same amount of time to talk with other teachers about their classroom management practice.
Class-wide and individual pupils behaviour was measured using the Behavioral Observation of Students in Schools (BOSS). Over two months, results showed that AET increased for the intervention group and stayed relatively constant for the control group (effect size = +0.93), while disruptive behaviour decreased by a similar amount (ES = -0.87).
The authors caution that the small sample of teachers lessens the generalisability of the study findings, and that the study focused on classes with low baseline levels of academic engagement and classroom management practices, so a similar impact might not be seen in all classrooms.
Source: Positive greetings at the door: Evaluation of a low-cost, high-yield proactive classroom management strategy (October 2018), Journal of Positive Behavior Interventions, 20(3), 149–159