ABOUT THE BENEFITS
BEST in CLASS is comprised of several evidence-based practices that increase child engagement and on-task behavior while simultaneously decreasing instances of unwanted problem behavior. Research suggests that when teachers use these practices they reduce time spent responding to problem behavior, which provides more time for quality instruction and positive interactions with children. Specifically, research has shown that BEST in CLASS positively impacts teachers and children in several ways.
POSITIVE OUTCOMES FOR CHILDREN
- Increased engagement and on task behavior
- Increased positive teacher-child interactions
- Decreased problem behavior
- Increased social skills
POSITIVE OUTCOMES FOR TEACHERS
- Improved teacher-child relationships
- Increased self-efficacy
- Improved classroom atmosphere
- Reductions in emotional exhaustion
Through our research, we have found that when teachers increase the quantity and quality of their use of the BEST in CLASS practices, they have more positive interactions with their focal students, thereby improving child outcomes enhancing the overall classroom atmosphere. As a result, we view teachers as change agents in their classrooms; by using the BEST in CLASS instructional practices, teachers can change the behavior patterns of children at risk for social, emotional, and behavioral disorders in their classrooms.
TEACHER TESTIMONIALS
“My coach was very in tune with my classroom and my children. I had a wonderful experience!”
My coach was easy to talk to which made me feel more comfortable. Whenever I felt stuck or could not think of examples, she would walk me through it. The best coach I could’ve been paired with!”
My coach was always very professional and courteous of my time and schedule. She let me know when I was doing well and how to use the strategies to improve my teaching and students’ behaviors. She was knowledgeable yet still respectful of my teaching style.”
“[My coach] was so great and encouraging. Adults are not that different from the students and the praise and feedback I got made me want to continue to make progress and do good. [My coach] helped restore some lost self-esteem I needed to run my classroom smoothly. It was a great experience with a great coach!”
“...[The practices] can work for all students and the meetings didn’t really interfere with planning time or anything like that because they were short meetings… It flowed together and wasn’t difficult to implement.”
“I’ve been teaching for 20 years and this was one of my biggest years in growth I felt as a teacher. I cannot wait to start the school year with the BiC practices in place on the first day of school.”