Role playing to train elementary teachers to use a classroom management "skill package".

Researchers trained elementary teachers with a classroom management 'skill package' using role-playing. Teachers practiced handling disruptions in mock lessons before using the skills with real students.

The study took place in regular fourth-grade classrooms. No extra staff were added. Teachers learned to give clear rules, praise good behavior, and use mild penalties.

After the role-play training, disruptive talking and out-of-seat behavior dropped during both seat work and group discussions.

Lower-performing students also completed more arithmetic problems correctly. The gains showed up quickly and held across the school day.

Davol et al. (1977) ran the same skill package two years later but swapped role-play for pyramid training. Expert teachers trained peers instead of researchers training everyone. Disruption still fell and math scores still rose, yet supervisor time dropped 75%.

Earlier studies used student-focused tactics. Duncan et al. (1972) ran the Good Behavior Game and cut disruptions 97%. Harris et al. (1973) saw similar drops with team-based rewards. These papers seem to clash because they target kids, not teachers. The difference is method: one trains teachers, the other motivates students directly.

Jenkins et al. (1973) tried DRL schedules in the same grade levels. Teachers gave free time when talk-outs stayed below a set number. Disruptive talking fell, matching the role-play outcome. Both prove teacher-led plans can curb talking without extra staff.

You can cut disruptions and boost math work with one after-school role-play workshop. No need for tokens, teams, or prizes. Practice the skills yourself, then teach them to a colleague and save even more time.