Secondary Teacher Descriptions of Virtual Learning and the Behavior of Post-Pandemic Students

Abstract

This study addressed teacher perspectives of behavior management in the post-virtual learning classroom. The problem that was addressed was the decline of middle school student classroom behavior compared to the pre-pandemic classroom, which is crucial for educators due to its influence on the quality of teaching and learning. The purpose of this qualitative descriptive study was to explore middle school teachers’ descriptions of the effectiveness of behavior management strategies on student behavior in the classroom after the return from virtual learning in order to answer the research questions regarding how educators view post-virtual learning student behavior, behavior management strategies they use to increase desired student behavior and types of strategies that were implemented in the post-virtual learning in-person classroom that differed from pre-pandemic. This study was grounded in the theoretical framework of behaviorism. Data was collected from a sample of 16 general and special education teachers in a Southern U.S. metropolitan school by using semi-structured interviews and a focus group. The data was analyzed using an inductive thematic approach. The results of the analysis revealed that participants believe that post-virtual learning students need structure and order which can be created through building relationships, creating classroom norms, using positive reinforcement as well as a positive physical teaching and learning environment. The results showed that structure and order were important and could be created by building relationships, establishing routines and procedures, providing positive reinforcement and a positive physical classroom environment. This study may assist educators in providing higher-quality instruction and creating a more positive physical teaching and learning environment, thus allowing students to receive a stronger education.