Implementation of the Good Behavior Game in Polish Elementary Schools Under COVID-19 Restrictions
Abstract
Objectives of the research: The main aim of the research was to verify the quality of the implementation of the “Good Behavior Game” (GBG) program in Polish schools and to determine its effects on students and teachers during the COVID-19 pandemic.
Research methods: The methodology of the research was based on qualitative and quantitative data analysis. The data was retrieved from teachers’ and coaches’ assessments and the results of playing the GBG in 19 elementary schools in Krakow, Poland during four months of the COVID-19 pandemic.
A short description of the context of the issue: The Good Behavior Game is an American universal prevention program that can limit the risky behavior of adolescents and young adults and can help children starting their education to play the role of a student. For teachers, it is additionally an effective tool for classroom management. It is based on four basic pillars: class rules, teamwork, positive reinforcement, and observing students’ behavior.
Research findings: The results show the obstacles and difficulties involved in implementing the GBG under COVID-19 restrictions. The findings show how the actions of teachers and coaches translated into an observable reduction in pupils’ disruptive behavior.
Conclusions and/or recommendations: The analysis revealed a gradual increase in the quality of program implementation in all areas of evaluation. In terms of the program’s effect on the pupils, the findings showed that over time they gradually successfully internalized the rules and were behaving in line with expectations. Using the GBG in the context of online education caused by the restrictions of the COVID-19 pandemic posed a challenge to teachers: they had to change teaching methods, prepare new educational resources, and modify GBG procedures. The context of the pandemic can also be seen as an added value in the education process. Better digital competences and an innovative attitude toward the education process were observed among both teachers and students.
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