The general purpose of the Spaulding (2005) research study “The Impact of High School Teacher Behaviors on Student Aggression” from West Texas A&M University states that “aggressive student behaviors are of concern to every school in the nation”. This article is developed to discover how teacher behaviors could be affecting student aggression in the classroom. Teachers need to learn to react in ways that are positive and peaceful to create classrooms that prevent student aggressive behaviors that could result in violence. (Spaulding, 2005)
Literature Review
The literature provided in this study shows evidence of eleven other studies that supports the idea that teacher behaviors affect student aggression in the classroom. One study, states that students learn from the example of the teacher; how the teacher behavior and attitudes can impact the student’s behaviors. Teachers’ who modify their behavior, then provide the student with a better example of what is acceptable in the classroom and society, according to Moore, 1997 (as cited in Spaulding, 2005). Research has also shown that “student aggression can be linked to inappropriate classroom placement, overcrowded classrooms, irrelevant instruction, inconsistent management, rigid behavior demands, or insensitivity to student diversity” as stated by Gable, Manning, and Bullock, 1997; and Gable and Van Acker, 2000, in separate studies (as cited in Spaulding, 2005). A teacher who is having trouble making a personal connection to students who may be depressed have also found that these depressed students have an increase in social problems and delinquency. Many times students adapt quickly to whatever label the teacher places on a student. This helps the student to adapt more ...
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... learn to be well-rounded citizens in the community.
Conclusion
The above articles mentioned in the research study shows the important need for teachers to be mindful of behavior and reactions to student behavior. When teachers become reactive to a student or a particular situation the teacher may be causing more harm than good. Teachers need to know when to take a step back and just reinforce the rules and not allow personal feelings come into the situation. When teachers label students then students feel as though they need to be in that category and not try to change. Teachers need to be sure they are not falling into the idea that students are purposely exhibiting certain behavior. As stated in the above research studies, students are following the mindset presented by the teacher and following the teachers lead to fit into the classroom environment.
...verall, this could result in the behavior worsening, or a lack of trust and a break of teacher-student bond, which to me is an essential part of making an impact in a student’s lifestyle decision.
Even since the shooting at Columbine High School caught the attention of America and all the world on April 20, 1999, high school shootings and other forms of violence at schools has been plaguing America during the last ten years. It is also found that most of the violence that occurs in high schools is caused by young men. Students aren’t feeling safe at school anymore and parents are enraged that students could bring the weapons to school in the first place. Many people have brought their own opinions into play about why violence in schools occurs. Such causes range from violence in the media, being treated poorly by peers and administrators in school, all the way to poor parental decisions. Although these are only a few of the possible causes for violence in schools, they are defiantly the most prevalent reasons.
Schwartz, W. (1996, October). An overview of strategies to reduce school violence. ERIC Clearinghouse on Urban Education. Retrieved October 21, 2001.
What would cause students or minors to act out with violence, rage, assault, bullying? Many students show signs of breaking down, snapping, but no one really notices. When students stop doing what they enjoy, shutting everyone out, or even failing to do good in school that’s a sure sign that students may be ready to snap. “Each year more than 20,000 minors are are killed every year due to violence or shootings in schools” (Behrman 39-54). Studies show that that most of the shootings are caused by people feeling rejected, bullied, individuals that feel different than their peers, or they are self conscious that they won't be accepted or won't fit in with their peers (Stephen 3). Studies have also been done to show that white males are more likely to open fire rather than African American males, the same study will also show you that it is a cause of bullying or teasing from homophobia. The boys who are teased and bullied achieve the psychological resilience that enables them to weather adolescence without reecourse to random school violence ...
In the 21st century, teachers experience many behavioral issues with students in the classroom and face challenges that are very difficult to resolve. School districts have different expectations about how students must behave during school and teachers have their own expectations about how students must behave in their classroom. Every educator has different classroom expectations and students must follow specific standards; therefore, the responsibility of the teacher is to discuss the standards with all students and make sure those expectations are clear. According to Jones and Jones (2016), teachers whose students made greater achievement gains were observed establishing rules and procedures, and carefully monitoring student’s work. In
Piotrowski, Debra, and James Hoot. "Bullying and Violence in Schools: What Teachers Should Know and Do." Childhood Education, 1 Jan. 2008. eLibrary. Web. 30 Oct. 2013.
Why are we as aggressive and can we develop a way to reduce our ever increasing aggressive behavior? What this research paper is going to cover just might answer that. First we’re going to go over different types of aggression and the differences between them. Next will be the several theories about aggression. This will cover from a biological and genetic point of view to how our diet affects our behaviors in negative ways. We will even look into how our culture has an effect on our aggression levels. Last is what ways can we potentially reduce and manage our angry tendencies as well as control the ever rising aggressive behavior in our society.
Classroom management, involving all the strategies used by teachers in order to provide order in the classroom, can be regarded as an essential for effective teaching and learning. According to Davis (1981), “basic classroom management is just plain good sense. Yet, it can be as personal as your private lifestyle” (p.79). One of the biggest challenge teachers face day in and day out is dealing with behavior of children and young pupils in classroom. Therefore, the classroom practice of individual teachers would be the key aspect of improving the behavior of pupils in schools (Hart, 2010). One of the significant attribute of promise to teaching, especially in classroom behavior management, is teacher’s sense of efficacy. According to Woolfolk-Hoy (2000), development of self-efficacy is essential for producing effective, committed and ardent teachers, Moreover, teachers who are trained to be more effective in meeting both academic and non-academic student needs create a positive and successful classroom environment for all students (Alvares, 2007). The importance of self-efficacy in behavior management has been highlighted by Martin, linfoot, and stephenson (1999) who proposed that teacher’ responses to misbehavior may be mediated by their beliefs about their ability to deal with behavior, as well as their beliefs about the causes of student misbehavior.
As a teacher managing problem behavior in your classroom can be one of the most challenging tasks. Behavior problems can range from disruption of lessons to acts of violence against fellow students and teachers. Children’s emotional setbacks and life challenges can also contribute to behavior issues at school. A study done by the Justice Center and the Public Policy Research Institute found that six out of ten students suffered from an “emotional disturbance” and were expelled or suspended between seventh and twelfth grade (Firke, 2011). This same study showed that discipline varied greatly between schools. This report also revealed the urgent need for a more thoughtful technique in school discipline policies. In many cases teachers have exhausted their classroom management strategies without success. Behavior Modification is aimed at improving school and classroom behavior, and can give teachers additional tools to help them to deal proactively and effectively with behaviors that are disruptive to students and teachers in the classroom. When children are disruptive in the classroom it can cause a lot of problems for their classmates and their teacher. Yet, in the long run, it's the disruptive child themselves who is most impacted, on both a social and educational level (Epstein, Atkins, Cullinan, Kutash, & Weaver, 2008). Behavior modification techniques should be used in school, to change the negative behaviors, and increase the positive behaviors seen in these children.
Violence in American schools has triggered debates on the root cause of student’s anger and aggressive behavior and proposed proactive solutions.
Violence in schools has spread widely throughout the nation. This has caused many problems among students, families, faculty of schools, and residents of the area. However, there are many possible ways we can stop all this violence in schools. Almost three-fourths of the United States teens are afraid of violent crime amongst their peers (Apfel 23). Violence in schools has become a big problem in today's society.
The article focuses on the importance of teacher-student relationships, especially for students with behavioral problems and learning disabilities. As the article mentions, the quality of interaction among teachers and students has a significant impact on student academic achievement at each grade level. Positive teacher-student relationship is one of the most critical components of effective classroom management. In fact, “When teacher-student relationships improve, concurrent improvements in classroom behavior such as reductions in aggression and increases in compliance with rules can be expected” (Alderman & Green, 2011, p. 39). The article centers on the social powers model, which entail the use of coercion, manipulation, expertness,
When students misbehave, I tend to question the reason behind it, and find out why they behave the way they do. Just as Roger (2003, as cited in Porter) suggests when a child acts disruptively it is either because he/she does not understand or they are misunderstood or mistreated. McDonald (2010, p. 232) also explains engaging with the student is essential; we need look inside the student to find the thinking and emotions that contribute to a students misbehaviour. Children are blank slates, they are born innocent, as they encounter new parts of the world we need to protect them and prepare them from the threats of the adult world (Rousseau). Therefore, the behaviour of students can be a reflection of their culture, their family dynamics and how the community around them has treated them (Martella, Nelson, Marchand-Martella, O’Reilly, 2012, p. 148). Fleer (2006) claims, ‘‘culture not only determines the principles for defining development but frames the
Therefore, school violence is almost always unexpected and usually unprepared for. In the students’ perspective, exterior violence is a matter that officials need to be responsible for, and vice versa, the officials believe internal violence is a matter students can be responsible for. I will explain why schools are not safe, express my ideas to make schools safer, and even explore why some believe schools are already as safe as they can get. The world has become a violent place overall, not just in schools. Consider the bombing at the Boston Marathon or the shooting at the Colorado movie theater.
Of all the variables in a comprehensive literature review classroom management had the largest effect on student achievement. Therefore, teachers need to provide clear purpose and strong guidance regarding both academics and student behavior. Teachers and students need to collaborate as a team sharing concerns about the needs and opinions of others. Teachers should be aware of high-needs students and have a plethora of specific techniques for meeting some of their needs. Positive support from the parents, administration, support personnel and the community to bring about positive changes in student behavior is also necessary. Teachers can make a modification; they can construct a community that nurtures and develops social and emotional skills as well as academic