Do as I Say: What Teachers' Language Reveals about Classroom Management Practices. EdWorkingPaper No. 23-844
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| Title: | Do as I Say: What Teachers' Language Reveals about Classroom Management Practices. EdWorkingPaper No. 23-844 |
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| Language: | English |
| Authors: | Mei Tan (ORCID |
| Source: | Annenberg Institute for School Reform at Brown University. 2025. |
| Availability: | Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/ |
| Peer Reviewed: | N |
| Page Count: | 53 |
| Publication Date: | 2025 |
| Document Type: | Reports - Research |
| Education Level: | Elementary Education Grade 5 Intermediate Grades Middle Schools Grade 6 |
| Descriptors: | Classroom Techniques, Elementary School Teachers, Language Usage, Classroom Communication, Speech, Beginning Teachers, Experienced Teachers, Classroom Environment, Student Characteristics, Teacher Characteristics, Grade 5, Grade 6, Mathematics Teachers |
| Abstract: | Classroom management critically affects students' academic and behavioral outcomes, yet we lack quantitative methods for observing these practices at scale. This study develops and validates language-based measures of classroom management--such as responding to student behavior and issuing verbal or material sanctions--using natural language processing (NLP) on 1,652 elementary mathematics classroom transcripts. On average, classroom management language comprises 24% of teacher talk, and behavior management 7%, with wide variation across teachers. Novice teachers use more reprimands, while command frequency increases with experience. Classrooms with more Black students experience more language reflecting exclusionary discipline. These measures offer a new lens for studying and supporting classroom management as it unfolds in real time. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | ED678201 |
| Database: | ERIC |
| Abstract: | Classroom management critically affects students' academic and behavioral outcomes, yet we lack quantitative methods for observing these practices at scale. This study develops and validates language-based measures of classroom management--such as responding to student behavior and issuing verbal or material sanctions--using natural language processing (NLP) on 1,652 elementary mathematics classroom transcripts. On average, classroom management language comprises 24% of teacher talk, and behavior management 7%, with wide variation across teachers. Novice teachers use more reprimands, while command frequency increases with experience. Classrooms with more Black students experience more language reflecting exclusionary discipline. These measures offer a new lens for studying and supporting classroom management as it unfolds in real time. |
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