Why the Prevention of Aggressive Disruptive Behaviors in Middle School Must Begin in Elementary School

Greer-Chase, Marlene; Rhodes, Warren A.; Kellam, Sheppard G.

doi:10.1080/00098650209603948

Cited by 25 publications

(31 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Teachers who experience difficulty controlling classroom behavior have higher stress and burnout (Smith & Smith, 2006) and find it difficult to meet the instructional demands of the classroom (Emmer & Stough, 2001). Lack of effective classroom management may also worsen the progression of aggressive behavior for children in classrooms with higher levels of disruption (Greer-Chase et al, 2002). Effective approaches to managing the classroom environment are necessary to establish environments that support student behavior and the learning process as well as to reduce teacher stress and burnout.…”

Section: Discussionmentioning

confidence: 99%

Teacher classroom management practices: effects on disruptive or aggressive student behavior

Oliver¹,

Wehby²,

Reschly³

2011

Campbell Systematic Reviews

190

150

View full text Add to dashboard Cite

This Campbell systematic review examines the effect of multi‐component teacher classroom management programmes on disruptive or aggressive student behaviour and which management components are most effective. The review summarises findings from 12 studies conducted in public school general education classrooms in the United States and Netherlands. Participants included students from Kindergarten through 12th grade. Executive summary/Abstract Disruptive behavior in schools has been a source of concern for school systems for several years. Indeed, the single most common request for assistance from teachers is related to behavior and classroom management (Rose & Gallup, 2005). Classrooms with frequent disruptive behaviors have less academic engaged time, and the students in disruptive classrooms tend to have lower grades and do poorer on standardized tests (Shinn, Ramsey, Walker, Stieber, & O'Neill, 1987). Furthermore, attempts to control disruptive behaviors cost considerable teacher time at the expense of academic instruction. Effective classroom management focuses on preventive rather than reactive procedures and establishes a positive classroom environment in which the teacher focuses on students who behave appropriately (Lewis & Sugai, 1999). Rules and routines are powerful preventative components to classroom organization and management plans because they establish the behavioral context of the classroom by specifying what is expected, what will be reinforced, and what will be retaught if inappropriate behavior occurs (Colvin, Kame'enui, & Sugai, 1993). This prevents problem behavior by giving students specific, appropriate behaviors to engage in. Monitoring student behavior allows the teacher to acknowledge students who are engaging in appropriate behavior and prevent misbehavior from escalating (Colvin et al., 1993). Research on classroom management has typically focused on the identification of individual practices that have some level of evidence to support their adoption within classrooms. These practices are then combined under the assumption that, if individual practices are effective, combining these practices into a package will be equally, if not more, effective. Textbooks are written and policies and guidelines are disseminated to school personnel based on these assumptions. Without research that examines classroom management as an efficient package of effective practices, a significant gap in our current knowledge base still exists. Understanding the components that make up the most effective and efficient classroom management system as well as identifying the effects teachers and administrators can expect from implementing effective classroom management strategies represent some of these gaps. A meta‐analysis of classroom management which identifies more and less effective approaches to universal, whole‐class, classroom management as a set of practices is needed to provide the field with clear research‐based standards. This review examines the effects of teachers' universal classroom management pr...

show abstract

Section: Discussionmentioning

confidence: 99%

Teacher classroom management practices: effects on disruptive or aggressive student behavior

Oliver¹,

Wehby²,

Reschly³

2011

Campbell Systematic Reviews

190

150

View full text Add to dashboard Cite

show abstract

“…It is believed that believed that children's' behavior greatly influence in the school and shaped through social context in the environment during their development stage (Kauffman, 2005). Classroom environment plays a vital roleof learner's behavioral development (Kauffman, 2005; Greer-Chase, Rhades, and Kellam, 2002). A maladapted behavior is believed to be influences by classroom management practices of teachers in the early grades.…”

Section: Background Of the Studymentioning

confidence: 99%

“…A maladapted behavior is believed to be influences by classroom management practices of teachers in the early grades. Research has indicated that aggressive students in aggressive or disruptive environments are more likely to be aggressive in later grades and classroom management are necessary to improve both academic and behavioral outcomes for students (Greer-Chase et al, 2002).…”

Section: Background Of the Studymentioning

confidence: 99%

Secondary School Teachers' Classroom Management Practices: Their Implications for the Academic Performance of Grade 10 Students

Mastul¹,

Hajilan

2017

COES&RJ-JSS

View full text Add to dashboard Cite

Effective teaching and learning process is directly or indirectly influence by organized classroom management. Proper classroom management paves the way for the teacher to engage more towards students learning. As observed many of our students in Simunul Municipality performed poorly in almost all subject areas. The researcher believed that classroom management is crucial in the teaching and learning process in the classroom. This study explores the teachers'perception on classroom management and its relation to select profile of the teachers and students academic performance.Descriptive survey design was used to determine the classroom management practices of 78 secondary school teachersin Simunul, Tawi tawi Philippines using Instructional and Behavioral Management Scale.Findings revealed that teachers' perceptions with regard to the concept of classroom management favored more on instructional management than behavioral management. The demographic variables did not significantly influence both behavioral and instructional management practices except for the monthly income which shows significant relationship to instructional management practices. Results also showed that Instructional and Behavioral Classroom Management Practices of teachers significantly affected with their monthly income, but not significantly related to the academic performance of Grade 10 students. From the results, it can be concluded that economic status of the teachers significantly influenced their classroom management practices. Thus, salary increase for the teachers, and other form of motivations or incentives are highly recommended.

show abstract

“…The classroom context plays a significant role in the emergence and persistence of aggressive behavior. Early intervention and treatment for students at‐risk for emotional and behavioral disorders (EBD) is essential to prevent more serious behaviors (Kauffman, 2005; Greer‐Chase, Rhodes, & Kellam, 2002). The progression and malleability of maladapted behaviors is effected by classroom management practices of teachers in the early grades (Greer‐Chase et al, 2002).…”

Section: Background For the Reviewmentioning

confidence: 99%

PROTOCOL: The effectiveness of teachers’ universal classroom management practices on disruptive student behavior

Oliver

Reschly

Wehby

et al. 2009

Campbell Systematic Reviews

View full text Add to dashboard Cite

Why the Prevention of Aggressive Disruptive Behaviors in Middle School Must Begin in Elementary School

Cited by 25 publications

References 11 publications

Teacher classroom management practices: effects on disruptive or aggressive student behavior

Teacher classroom management practices: effects on disruptive or aggressive student behavior

Secondary School Teachers' Classroom Management Practices: Their Implications for the Academic Performance of Grade 10 Students

PROTOCOL: The effectiveness of teachers’ universal classroom management practices on disruptive student behavior

Contact Info

Product

Resources

About