More recently , the National Training Laboratories Study compared how well people remembered different types of communication. It reported an Average Learning Retention Rate of 5% for hearing a lecture, 10% for reading, 20% for hearing and seeing someone talk, and 30% for a demonstration (source: NTL Institute for Applied Behavioral Science, USA, 2006).

Psychologists are frequently asked to provide advice on behaviour management issues. Some sense has to be made from the classroom observations that are undertaken, in order to be able to provide reliable, substantive and constructive feedback and advice. Many checklists and forms have been designed to record and monitor pupil behaviour. However, there seem to be comparatively fewer instruments designed to record and evaluate the nature of teacher-pupil interaction - e.g. Merrett and Wheldall (1986), Flanders (1974)- and particularly of teachers' use of strategies to promote learning and manage behaviour effectively.

The strategies on the PCS Observation Profile were selected to provide a broad yet manageable framework for coding and quantifying direct observations of the verbal and nonverbal strategies used by teachers in class to manage learning and behaviour. The psychologists and teachers trained to use the PCS found that the strategies were sufficient to represent their observations in practice. The recording methods were also found to be accessible, reliable and non-intrusive.

Projects
Following an OFSTED inspection, the governors at a junior school developed an action plan to address the key issues identified in the inspection report, one being to develop a consistent and positive approach to managing behaviour. The school had been in the process of reviewing its behaviour management policy, and had been seeking ways to establish more positive approaches by encouraging good behaviour and by rewarding and recognising children who worked hard.

The main aim of the first project was to identify measures for recording and monitoring teacher-pupil interaction. It was necessary to consider how to conduct structured classroom observations that focussed on useful information that could be quantified and presented in a reliable, constructive and non-judgemental fashion. It was decided that a structured form would be designed for recording observations, as this appeared to be an economic, efficient and effective use of resources. A follow-up project used an observation profile to investigate and record the use of verbal and nonverbal communication strategies used by teachers to manage classroom learning and behaviour.

A further project was set up with out-reach teaching staff based at a junior special school for children with emotional and behavioural difficulties. This project aimed at incorporating the use of the profile into the working practice of the out-reach team; at providing support through training to assure reliability of data collection; and at developing data analysis methodologies. The results of this project were used for training across primary schools. The profile has also been used subsequently by teachers with responsibilities for advising on behaviour management to guide positive and constructive feedback in consultations with teachers, and to collect data for monitoring the outcomes of interventions.

Profiling Communication Strategies - PCS
PCS was designed to record the following :

The observation profile enables a skilled observer to record a broad range of management strategies, to distinguish and record whether the strategies are directed at the learning task or at behaviour, to record verbal as well as non-verbal strategies, and to record positive and preventative strategies, compared with negative and reactive strategies. These observations, when considered alongside any other environmental factors that may be pertinent, provide qualitative and quantitative information about communication strategies. This can be used to guide, monitor and evaluate progress in developing effective strategies for managing learning and behaviour.

Conclusion
The profile enabled relatively quick access to information about the strategies that teachers actually use to manage learning and behaviour in class. It has been used for consultative and training purposes with individual teachers and school staff at infant, junior and secondary school levels. Preliminary findings suggest that it is robust and capable of yielding reliable results. The profile is being used by out-reach teachers at the beginning and end of casework interventions in primary schools, as a method to collect data and to guide positive and constructive consultations with teachers. Analysis of the changes in management strategies, at a classroom level, has provided a rich variety of measurable outcomes, illustrating changes that take place in the range and distribution of strategies used by teachers to manage learning and behaviour.

The research paper evaluating the pilot study was co-authored with Professor Cecilio Mar Molinero, Professor in Management Science at Kent Business School, University of Kent, Canterbury. It is published online in the Discussion Paper Series - Management Papers 2002, University of Southampton, School of Management and as an html file at Discussion Papers in Management "Profiling, Developing and Assessing Effective Strategies for Managing Learning and Behaviour" by D.Roberts & C. Mar Molinero (2001)

For more information please return to Profiling Communication Strategies for Teachers Managing Learning & Behaviour