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The impact of negative classroom behavior is an important topic in the field of education. A large portion of classroom time is spent dealing with disruptions caused by negative student behavior.

I chose this as a particular area of interest because there is a lot of ambiguity surrounding what the key contributing factors to positive and negative classroom behavior are. A better understanding of what the key factors are that contribute to classroom behavior would help to reduce negative behavior that disrupts the learning process.

Academic Literature: Essay Writing Service-Essay Writers For Hire

Hart (2010) summarized current consensus of educational psychologists on classroom behavior management. Reinforcement of positive behavior was a strategy recommended by over 90% of educational psychologists. They also recommended a student-focused approach, as well as a focus on language and communication.

The research uncovered eight themes of behavior management: “contingency management, feeling safe/secure, managing setting conditions, promoting positive beliefs about self, promoting pupil autonomy, pupils feeling valued, understanding of setting conditions and vicarious learning.”

Holm (2010) studied gender patterns. This study found that teachers direct more attention to boys and what they are interested in. Girls are more quiet and do not get noticed as much. They are less likely to protest if they do not like something. However, girls tend to receive higher grades than boys.

A study by Arbuckle & Little (2004) attempted to determine Middle Years teachers’ perceptions and management of disruptive classroom behavior.  It was found that male students were perceived to be more disruptive than female students. Essay Writing Service-Essay Writers For Hire

Disruptive behavior of the male students increased with the transition from primary school to secondary school. However, the management strategies used by teachers did not differ between primary and secondary school. Teacher confidence was found to vary inversely with male disruptive behavior, but no relationship was found with female behavior.

Gillies (2011) studied the growing emphasis schools placed on children’s emotional growth. Schools have expanded their roles to include both the monitoring students’ well-being and the teaching of ‘emotional and social skills’. This study argued that these new methods tend to abstract emotions so that they are “evaluated in terms of appropriateness.” Students whose emoitional expressions are inappropriate are removed from the classroom for therapy. It contends that this can be harmful to the students.

Another study (Romi, Lewis, & Katz 2009) compared how teachers and students viewed student responsibility and how those perceptions affected classroom discipline in Australia, China, and Israel.

The study found that when inclusive disciplinary techniques, such as discussion and recognition are used, students accept more responsibility for their actions than when punishment is used. They are also more likely to encourage their classmates to behave properly. Essay Writing Service-Essay Writers For Hire

Overton & Sullivan (2008) found that non-compliant behavior did sometimes occur in a democratic classroom where the teacher shared power with the students. Discussion with the students revealed that during these episodes of non-compliant behavior occurred when the teacher shared less power with the students. The paper argued that teachers should reduce non-compliance by giving the students input into the management of the classroom.

Jull (2009) suggests that self-monitoring of student behavior would assist in identifying and dealing with negative behavior in the classroom. Essay Writing Service-Essay Writers For Hire This is consistent with the other studies (Romi, Lewis & Katz 2009; Overton & Sullivan 2008) on democratic classroom management.

One recent study (Thoonen, Sleegers, Peetsma & Oort 2011 ) contradicts these studies. Researchers examined the effect of teachers’ sense of self-efficacy on student motivation. Three of the four aspects of teaching that were studied did have an effect on student motivation.

Of these four aspects, process-oriented instruction had the greatest impact on student motivation. Process-oriented instruction had an adverse effect on student motivation. This contradicts other research (Romi, Lewis & Katz 2009; Overton & Sullivan 2008; Jull 2009) that suggest hat increasing students’ self-regulation has a positive effect on their motivation. Essay Writing Service-Essay Writers For Hire

Martin & Dowson (2009) studied students’ interpersonal relationships to determine how these relationships affect students’ academic motivation, engagement, and achievement.  Attribution theory, expectancy-value theory, goal theory, self-determination theory, self- efficacy theory, and self-worth motivation theory were reviewed in relation to the way students’ relationships affected their academic performance.

Another study on students’ relationships (Liem, Arief, & Martin 2011) specifically focused on peer relationships, both same-sex and opposite-sex. Positive relationships with same-sex peers, but not those with opposite-sex peers, were directly predictive of good academic performance. Relationships with both same-sex and opposite-sex peers were predictive of self-esteem and engagement in school.

Another study (Martin, Daley, Hutchings, Jones, Eames, & Whitaker 2010) showed the importance of the relationships between teachers and students.

These relationships influence the emotional and behavioral development of children as well as their academic development. If the relationship between a teacher and a student is positive, negative behavior is reduced, but if the relationship is negative, behavioral problems increase. Therefore it is important to measure the relationship between the teacher and  student.

The causes to which students attribute negative behavior remained stable over a 30-month period during one study (Lambert & Miller 2010). Two causes, “adverse family circumstances and hostile role models at home” and “culture of misbehavior” were particularly stable. “Pressure of work demands and high expectations” was also stable. “Teacher fairness and racial issues” was not stable over time.