Group Video Self-Modeling to Improve the Classroom Transition Speeds for Elementary Students

Abstract

Teachers who are effective classroom and behavior managers must master a range of strategies and skills, and an essential component is developing and implementing effective strategies for students to transition between activities (Hine, Ardoin, & Foster, 2015). Smooth and quick transitions help decrease wasted time. Schmit, Alper, Raschke, and Ryndak (2000) found that approximately 25% of daily time is taken for transition activities for elementary and preschool children. Jones and Jones (2010) stressed that student behaviors promoting quick transitions from one activity to another need to be explicitly taught with high fidelity. Conversely, lack of instructional consistency and fidelity on student behavior or practice in the maintenance of routines often results in a disorganized and chaotic classroom that reduces engaged and, consequently, learning time, for the students and creates behavior management issues that hamper the educational process for teachers (Codding & Smyth, 2008). One particularly effective approach teachers can use to increase consistency and fidelity of promoting quick transitions and increasing rates of on-task behaviors is video modeling (Cihak,

Modelling Positive Behaviour: A Vital Strategy in Instilling Positive Discipline Among Secondary School Learners

“…It was found that learners were encouraged to model positive behaviour by giving some learners responsibilities to lead different clubs that were offered in schools and others were engaged as peer counsellors. The results of this study correspond with literature revelation that peer modelling helps the individual learn by having others perform an appropriate version of the behaviour (McNiff, 2015). The findings of the study also support the results of Mukiri's (2014) study in Kenya which revealed that prefects enhanced maintenance of discipline to a greater extent as they modelled positive behaviour to other learners.…”

“…Also, peers can either positively or negatively influence the behaviour of learners. Literature reveals that peer modelling helps the individual learn by having others perform an appropriate version of the behaviour (McNiff, 2015). According to Tungata (2006) learners or children in general, worship their heroes and imitate those whom they appreciate and admire.…”

Ten Tips to Consider When Creating and Screening PBIS Films

“…There is an emerging research base on the use of videos in PBIS implementation (McNiff, Maag, & Peterson, 2019). At this time, the amount of research and accompanying positive outcomes documenting use of videos in PBIS implementation does not allow for video use to be considered an evidence-based practice for students with EBD according to the criteria specified by Horner et al (2005).…”

“…Group video self-modeling (GVSM) is an extension of VPM and VSM allowing for multiple familiar persons to be included in the instructional aspect. In a recent study, McNiff and colleagues (2019) utilized GVSM in an elementary classroom to improve transition speeds while lining up and moving from one activity to another. Results indicated that GVSM was practical, efficient, and successful, which led McNiff and colleagues (2019) to assert that GVSM as a meaningful way to teach groups of students PBIS behaviors and expectations.…”

Comparing videos and a 3D virtual environment for teaching school-related functional skills and behaviors to students with ADHD or developmental dyslexia, displaying challenging behaviors: a case study

“…Another form is group video-modeling. As the term implies, a group of individuals is engaged in the desired behavior (e.g., a group of students moving quickly and quietly from one classroom to another) (McNiff et al 2019).…”