Behaviour Management Journal Articles - Annotated Bibliography Example

Annotated List of Classroom/Behaviour Management Journal Articles and Websites Name Course Name and Code Instructor’s Name Date Introduction Ryan & Cooper (2009) indicates that effective management of a classroom is every teacher’s dream as it generates a conducive environment for facilitating quality learning experiences for both the teachers and the students. Classroom management also referred to as behaviour management in the classroom constitutes the process of guaranteeing smooth running class room sessions regardless of the disorderly conduct by learners and effectively and efficiently preventing and managing these disruptive behaviours (Everton & Weinstein, 2006). Effective classroom management is easier said than done and more often than not, teachers may feel overwhelmed and quit or alternatively, apply the wrong approach in dealing with the situations and misconduct, which has adverse impact of deteriorating the matters further. The need for effective classroom management is very crucial in contemporary educational environments where there is increased emphasis for inclusion and there is rising diversity of students with varied personalities, varied cultural backgrounds and different perceptions on learning processes (Ladd & Pelletier, 2008). Despite that most learners react well to systems that stresses positive, well defined learning goals and objectives, some of them have difficulty doing so and therefore need personalized and specified interventions to safeguard against disruptive tendencies and helping channel them to achieve anticipated learning outcomes as noted by Martella et al. (2011). Owing to the important role classroom behavioural management plays in the learning processes and experiences for both learners and teachers and considering the great impact it has on achieving the learning outcomes, varied studies, discussions and literature focusing on different aspects of the subject have been developed and suggested. Therefore, this report will explicitly highlight an Annotated List of classroom/ behaviour management journal articles and websites and describing each and giving a reason why each of the journal or website is included in the Annotated List. Annotated List Arbuckle, C., & Little, E. (2004). Teachers’ perceptions and management of disruptive classroom behaviour during the Middle Years (years five to nine). Australian Journal of Educational & Development Psychology, vol. 4, pp. 59-70. Accessible from http://www.newcastle.edu.au/Resources/Research%20Centres/SORTI/Journals/AJEDP/Vol%204/v4-arbuckle-little.pdf The journal article is based on a survey of 96 Australian primary and secondary school teachers using random sampling to establish the perceptions of Middle year teachers and their management of disruptive classroom behaviour. Arbuckle & Little, (2004) identifies the most common disruptive and challenging behaviours observed among disruptive students, which include disturbing or hindering other learners, distractibility, non-attendance, talking out of turn among others. The journal offers great insight into what causes disruptive behaviour among the Middle years and placing more focus on the severity of disruptive student behaviour among male and female students and the tendency among teachers to use varied classroom management strategies to manage the behaviour of male and female students depicting disruptive behaviour (Arbuckle & Little, 2004). The journal is very categorical in mentioning that the most common and problematic conduct is often minor. The author suggests varied disruptive behaviour management strategies and supports that teachers can equip themselves with in order to have a smooth learning environment. The main reason why the journal has been included in the Annotated List is because it not only identifies the problem but also, offers solutions to the most frequent and problematic disruptive behaviour as identified in the survey. Miller, A., Ferguson, E., & Byrne, I. (2000). Pupils’ causal attributions for difficult classroom behavior. British Journal of Educational Psychology, vol. 70, pp. 85-96. doi: 10.1348/000709900157985 The journal article places its main focus on what role teachers play in contributing to the disruptive behaviour of students. The journal article is based on the study of 52 male and 53 female first year secondary school students from a single inner city school, done to analyze the causal attribution generated by learners for disruptive conduct they depict during the learning processes. The four main factors that contribute to disruptive conduct of learners as suggested by the respondents and as highlighted by the journal article includes the fairness and impartiality of teachers actions, vulnerability of learners, existing unfavourable family condition and environment and the strictness and stringency of the classroom regime (Miller, et al., 2000). Of the four contributing factors, the impartiality of teacher’s actions and the vulnerability of learners rated highest as the two major causes of disruptive behaviours by students. Miller et al. (2000) emphasizes on the need to develop and implement educational policies that focuses specifically conflicting attribution styles as the most effective strategy of melding good behaviour of students in schools. The main reason form including the journal article in the Annotated List is because it is learner-centred and therefore the solutions are learner generated. Barbetta, P. M, Norona, K. L., & Bicard, D. F. (2005). Classroom behavior management: A dozen common mistakes and what to do instead. Preventing School Failures. Vol. 49, Issue 3, p 11-19. The journal article is descriptive in nature but offers important insight into various but most frequently mistakes and errors that are committed by teachers when handling learners with disruptive behaviours. More importantly, the article offers comprehensive suggestions on how teachers can effectively and efficiently tackle misconduct in their classroom (Barbetta, et al., 2005). The article indicates that varied errors are made by teachers regularly and at various educational levels and in different forms of learning environments. Among the mistakes that teachers make and the suggested alternatives as highlighted by the journal article includes defining conduct of learners by how it looks instead of defining the behaviour by its function, asking for clarifications about the reason for a disruptive behaviour instead of examining the behaviour and establishing its function, trying hard on a failing approach or strategy instead of trying another strategy, failing to plan for transition time instead of plan adequately for transition time and stating expected class conduct and behaviours and taking the conduct of learners too personally instead of taking it professionally among others (Barbetta, et al., 2005). The reason why the journal article is included in the Annotated List is the important role it plays in helping teachers understand their role in contributing to disruptive class behaviour and how they can be able to avoid the commonly errors they make. Tanol, G., Johnson, L., McComas, J., & Cote, E. (2010). Responding to rule violations or rule following: A comparison of two versions of the good behaviour game with kindergarten students. Journal of School Psychology, 48(5):337-355. doi: 10.1016 The journal article represents findings on the study done to analyze the differentials effects of two versions of the Good Behaviour Game, which includes allocating teacher’s attention to rule violations and rule following on student and teacher’s conduct (Tanol et al. 2010). The findings were based on data collected on six kindergarten pupils who were identified as the most disruptive in their respective classes. Tanol et al. (2010) indicates that both allocating teacher attention to rule violations and rule following were adequate in minimizing violations of rules with the latter, consistently generating comparable or lower levels of rule violations or disruptive behaviors among students from different classes. Primarily, the journal article establishes that majority of teachers prefer rule following as the best version when maintaining order and good manners in the classrooms. The main reason why the journal article is included in the Annotated List is the implications the findings highlighted by the journal article has in learning the behaviors and cognitive development of learners and providing a good framework for building effective learning setups. M.C.U.E. (2008). Culturally responsive classroom management strategies. Steinhardt School of Culture, Education and Human Development. (pp 1-10). Accessed from http://steinhardt.nyu.edu/scmsAdmin/uploads/005/121/Culturally%20Responsive%20Classroom%20Mgmt%20Strat2.pdf The journal article offers a comprehensive coverage on culturally responsive classroom management where teachers are enlightened on how to utilize culturally responsive teaching which utilizes the background, social experiences and learning styles of students since teachers are culturally responsive classroom managers. M.C.U.E. (2008) indicates that teachers have their cultural biases and ideals which affect their expectations for behaviour in the classrooms and their correlations with pupils during class sessions. The journal puts more emphasis on the essential elements of culturally responsive classroom management which includes identifying one’s own cultural lens and biases, understanding the learner’s cultural backgrounds, awareness of the broader social , political and economic contexts, willingness and capacity to use culturally appropriate management strategies, commitment to building caring classroom communities as supported by Li et al. (2010). The main reason why the journal article has been included in the annotated list is the different approach taken in handling disruptive behaviours among learners since learners are able to behave as required not because they fear being reprimanded or because they seek a reward offered for good behaviour but because of their sense of personal responsibility. Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence based practices in classroom management: Considerations for research to practice. Education and Treatment for Children, Vol 31 (3), pp 351-380. DOI: 10.1353 The journal article acknowledges the need for teachers gaining capacities to effectively manage their classrooms by stressing the need to educate and support teachers in developing and implementing effective and evidence based practices that are sufficient in developing favourable learning climate with minimal disruptive behaviour by students. The journal article is a descriptive one and it goes to length to identify effective evidence based practices that are recommended for teachers which include physical arrangement of the class, instructional management, structuring the learning environment, procedures designed to reduce disruptive conduct and procedures designed to enhance appropriate conduct from learners (Simonsen et al. 2008). The journal article stresses the need for acknowledging good behaviour by students and the need for teachers learning how to respond to disruptive behaviour. The main aim of including the journal article in the annotated list is the varied aspects it explores and diverse literatures it relies on to make suggestions on the best strategies for classroom management. Lewis, R., Romi, S., Katz, Y. J., & Qui, X. (2008). Students’ reaction to classroom discipline in Australia, Israel and China. Teaching and Teacher Education, Vol 24, (3): pp 715-724. Doi: 10.1016. The journal article analyzes to what extent learners from China, Australia and Israel indicate that the disciplinary conduct of their teachers impact on their attitudes in regards to school work and attitudes towards their teachers. Lewis et al. (2008) indicates categorically that the aggressive and disruptive nature and behaviour of students is directly related to the form of punishment a teacher carries out. The article indicates that the teacher recognizing and rewarding appropriate conduct and discussing with the pupils translates to lower levels of distractive behaviour among learners which makes running and managing a classroom and achieving the learning outcomes easier. According to Lewis et al. (2008), consulting with learners and involving them in making decisions about appropriate disciplinary measures is crucial in enforcing a positive attitude towards disciplinary actions and making learners embrace the fact that the actions were necessarily hence, limiting disruptive behaviour by disciplined pupils. The journal article is included in the annotated list for its focus on the aspect of disciplining students as a source of disruptive behaviour. This is important because disciplining is an essential aspect in teaching. Castello, A., Gotzen, C., Badia, M..M., & Genovard, C. (2010). Beliefs and attitudes regading classroom management. European Journal of Education and Psychology, Vol 3 (1): pp 117-128. Accessible from http://redalyc.uaemex.mx/redalyc/pdf/1293/129313736009.pdf The journal article is based on a study done in Northeast Spain on 1,389 13-16 yr old learners and 170 teachers to examine their beliefs about classroom misconduct and assess how these beliefs influence their choices and judgments. From the journal article, conduct perceived as socially inappropriate is considered more warranting of punishment than misconduct with less negative social assessment despite its effect t on teaching and learning processes. An important aspect generated by the article is that more often than not, learners are more likely to recognize classroom disciplinary actions made by teachers if the said actions equal with their expectations (Castello et al. 2010). An important aspect of class room management that the journal puts across is the discrepancy that exists on teacher’s opinions on what conduct should be penalized and the conduct that they actually penalize which illustrates that initial decisions made by teachers on behaviours that could be disruptive to learning process are not harmonious with behaviour they think as challenging in class as noted by Castello et al. (2010). The article fits into the annotated list due to the significant insights and implications it has on understanding how both students and teachers perceive misconduct, which is crucial in developing effective techniques of resolving disruptive tendencies during learning processes. M.S.M.H.A. & C.S.M.H. (2011). Managing classroom behavior: information for teachers and school staff. Maryland School Mental health Alliance. Accessed from http://www.schoolmentalhealth.org/Resources/Educ/TeachersManaging%20Classroom%20Behavior%207.28.08.pdf . Retrieved on the 29th July 2011. The journal article describes in detail how to manage classroom behaviour by first highlighting the importance of classroom management for both teachers and benefits for learners. The journal article outlines a step by step procedure of how teachers can go about resolving disruptive behaviour from their students. Among the highlighted strategies include setting easily understood, easily seen and positively framed classroom rules, developing consequences for adhering or non-compliance to the set rules, being consistent in adhering to the rules and their respective penalties, communicating to all students appropriate and inappropriate behaviour, enhancing positive interactions among learners by regularly interchanging their sitting arrangements and being consistent in teaching methods and techniques (M.S.M.H.A. & C.S.M.H. 2011). The article is included in the list owing to its simplicity and description in outlining effective ways of managing classrooms. Carr, J. (2004). Managing challenging behavior. Irish National Teachers Organization. Accessed from http://www.into.ie/ROI/Publications/ManagingChallengingBehaviour.pdf Retrieved on 29th July 2011. The journal article begins by defining challenging behaviour and identifying I n what contexts challenging behaviour do occur which includes children with difficulty communicating, environmental factors, in search of attention and factors associated with socio-economic disadvantage. Carr (2004) highlights strategies for promoting positive behaviour and how challenging behaviour can be managed. The journal article is included in the annotated list owing to the focus it places on inclusiveness of wider school community in promoting positive behaviour. Oliver, R.M., & Reschly, D.J. (2007). Effective classroom management: teacher preparation and professional development. National Comprehensive Center for Teacher Quality. Accessible from http://www.tqsource.org/topics/effectiveClassroomManagement.pdf The article begins by highlighting the significance of effective classroom management. The journal article also highlights the need for addressing classroom management by targeting improvements in teacher preparation and professional development. It further suggests an innovation configuration matrix useful for teachers in preparing the content of classroom management programs. Oliver & Reschly (2007) offers great insights on how to improve preparation programs and ways to enhance student use of rules and routines. The article is included in the list because it integrates both teachers and students in helping enhance classroom management. Cain, A.S. (2008). Author’s top 10 tips on behavior management. Pediatric Behavior. Accessible from http://www.pediatricbehavior.com/Articles/Top10.htm The website offers fundamental pointers on ten ways in which to construct good behaviour among learners which includes structure and routine, consistency, neutrality, teaching respect for authorities, limiting TV and electronic games, assigning chores, choices and developing high expectations for the learners (Cain, 2008). The article is important because, it not only focuses on children in school environments only, but also focuses on how to manage their behaviour at home. Dix, P. (2010). How to manage behavior in the classroom. The Guardian. Accessible from http://www.guardian.co.uk/society/joepublic/2010/feb/09/pupil-behaviour-management-tips The website outlines ten ways in which teachers can manage the behaviour of their students during the learning processes which involves offering students simple, clear and non-negotiable messages on what pertains to appropriate conduct, setting timelines, using closed requests such as ‘thank you for closing your book’, developing reliable interrelationships and sharing tasks among others as highlighted by (Dix, 2010). The article is crucial as it offers a flexible way of managing classroom behaviour. McGrann, M. C. (2011). Behavior management strategies. Inspiring Teachers Publishing. Accessible from http://www.inspiringteachers.com/classroom_resources/articles/classroom_management_and_discipline/behavior_management_strategies.html The website offers a detailed discussion on the need to communicating to learners on accepted and unaccepted behaviour in order to foster healthy relationships and communication between the teacher and students which is crucial in limiting and preventing disruptive behaviour among learners. Among strategies suggested includes developing teamwork among students, encouraging respectful communication among students and critically attacking the bad behaviour and not the student, shaping the desired class behaviour and focusing more on positive conduct of learners than on their disruptive ones (McGrann, 2011). The article is crucial since it stresses the need for human-based approaches in dealing with classroom behaviour. Tassell, G.V. (2011). Classroom Management. Practical Classroom Applications of Current Brain Research. Accessible from http://www.brains.org/classroom_management.htm The article emphasizes the need for teachers to understand that students are always willing to learn and therefore, teachers should focus more on facilitating and eliminating barriers to learning and motivating them. Tassell (2011) analyzes varied aspects of classroom management which encompasses assertive discipline, theories X and Y and control theory and Ginott model among others. The article is included in the list due to the effective recommendations it offers on classroom management. References Arbuckle, C., & Little, E. (2004). Teachers’ perceptions and management of disruptive classroom behaviour during the Middle Years (years five to nine). Australian Journal of Educational & Development Psychology. Vol 4, pp 59-70. Barbetta, P. M, Norona, K. L., & Bicard, D. F. (2005). Classroom behavior management: A dozen common mistakes and what to do instead. Preventing School Failures. Vol. 49, Issue 3, p 11-19. Cain, A.S. (2008). Author’s top 10 tips on behavior management. Pediatric Behavior. Accessed from http://www.pediatricbehavior.com/Articles/Top10.htm. Retrieved on the 29th July 2011. Carr, J. (2004). Managing challenging behavior. Irish National Teachers Organization. Accessed from http://www.into.ie/ROI/Publications/ManagingChallengingBehaviour.pdf . Retrieved on 29th July 2011. Castello, A., Gotzen, C., Badia, M..M., & Genovard, C. (2010). Beliefs and attitudes regading classroom management. European Journal of Education and Psychology, Vol 3 (1): pp 117-128. Dix, P. (2010). How to manage behavior in the classroom. The Guardian. Accessed from http://www.guardian.co.uk/society/joepublic/2010/feb/09/pupil-behaviour-management-tips. Retrieved on the 29th July 2011. The entity from which ERIC acquires the content, including journal, organization, and conference names, or by means of online submission from the author.Early Education and Development, Vol 21(1): p65-94. Everton, C.M., & Weinstein, C.S. (2006). Handbook of classroom management: research, practice, and contemporary issues. Upper River Saddle: Routledge. Ladd, B.K., & Pelletier, M.E. (2008). Teachers’ views and beliefs about bullying: influences on classroom management strategies and students’ coping with peer victimization. Journal of School Psychology, Vol 46(4): pp 431-453. Lewis, R., Romi, S., Katz, Y. J., & Qui, X. (2008). Students’ reaction to classroom discipline in Australia, Israel and China. Teaching and Teacher Education, Vol 24, (3): pp 715-724. Li, G.C., Cybele, R.C., Kina, C., Latriese, S., Molly, M., & Jones, S.M. (2010). Understanding and Improving Classroom Emotional Climate and Behavior Management in the "Real World": The Role of Head Start Teachers' Psychosocial Stressors. M.C.U.E. (2008). Culturally responsive classroom management strategies. Steinhardt School of Culture, Education and Human Development. (pp 1-10). M.S.M.H.A. & C.S.M.H. (2011). Managing classroom behavior: information for teachers and school staff. Maryland School Mental health Alliance. Accessed from http://www.schoolmentalhealth.org/Resources/Educ/TeachersManaging%20Classroom%20Behavior%207.28.08.pdf . Retrieved on the 29th July 2011 Martella, R.C., Martella, N.E., Nelson, J.R., & O’Reilly, M. (2011). Comprehensive Behavior Management: Individualized, Classroom, and School wide Approaches. London: SAGE. McGrann, M. C. (2011). Behavior management strategies. Inspiring Teachers Publishing. Accessed from http://www.inspiringteachers.com/classroom_resources/articles/classroom_management_and_discipline/behavior_management_strategies.html. Retrieved on the 29th July 2011. Miller, A., Ferguson, E., & Byrne, I. (2000). Pupils’ causal attributions for difficult classroom behavior. British Journal of Educational Psychology, Vol 70, pp 85-96. Oliver, R.M., & Reschly, D.J. (2007). Effective classroom management: teacher preparation and professional development. National Comprehensive Center for Teacher Quality. Accessed from http://www.tqsource.org/topics/effectiveClassroomManagement.pdf. Retrieved on the 29th July 2011. Ryan, K., & Cooper, J.M. (2009). Kaleidoscope: Contemporary and Classic Readings in Education. London: Cengage Learning. Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence based practices in classroom management: Considerations for research to practice. Education and Treatment for Children, Vol 31 (3), pp 351-380. Tanol, G., Johnson, L., McComas, J., & Cote, E. (2010). Responding to rule violations or rule following: A comparison of two versions of the good behavior game with kindergarten students. Journal of School Psychology, 48(5):337-355. Tassell, G.V. (2011). Classroom Management. Practical Classroom Applications of Current Brain Research. Accessed from http://www.brains.org/classroom_management.htm. Retrieved on the 29th July 2011. Read More