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Abstract :
[en] In French-speaking Belgium, many teachers find it difficult to manage their students' behavior (Quittre et al., 2019). French-speaking Belgium is characterized by pedagogical freedom, which offers every teacher the opportunity to choose the methods they want to use with their students (de Bouttemont, 2004). Nevertheless, research has shown that some strategies are more effective than others (e.g., Hattie, 2009). For example, the effectiveness of Positive Behavior Support (PBS) in improving school climate has been demonstrated by numerous studies (e.g. Charlton et al., 2021).
However, PBS is little known in French-speaking Belgium (Author B and Author C). Some research (e.g. Author B & Author C, 2022; Deltour, 2021) has been carried out on the implementation and effects of PBS in French-speaking Belgium. In particular, these studies have used the School-Wide Evaluation Tool (Horner et al., 2004). This tool makes it possible to evaluate the implementation of PBS based on school observations and interviews with teachers, students and principal. However, this research is not based on precise observations of classroom management strategies implemented by teachers. This paper presents an innovative observation tool developed by our team, which could be used for PBS research. This tool consists of an observation grid developed from scientific literature on effective classroom management (e.g. Marzano et al., 2003; Rhode et al., 1993) inserted into an observation software program. This tool enables the teacher to receive feedback based on precise observations synchronized to the video of his or her performance. It is an adaptation of a tool developed by our team (Author B, 2020). The tool was tested i in a pre-service teacher training context and the results will be presented. We will then explore ways of using this tool in research on PBS, in Belgium and in different educational systems
