Blog #7

In my annotated bibliography I included two new sources that I had not used in previous assignments; however, I did find these articles during my research for previous week’s assignments. One of the new articles I included is titled, What Kind of “Managers” Do Adolescents Really Need? Helping Middle and Secondary Teachers Manage Classrooms Effectively. This article filled a gap in my research by identifying four manager qualities that are essential for successful student achievement. If you are interested the four qualities are identified in my annotated bibliography below. The other new article I included in my annotated bibliography is titled, Exploring the Complexity of Classroom Management: 8 Components of Managing a Highly Productive, Safe, and Respectful Urban Environment. This article filled a gap in my research because it gives eight keys to creating and maintaining a successful classroom by giving a scenario of a disruptive student and how the teacher handles the student. After completing my annotated bibliography and reviewing all my sources, I believe I have covered all aspects of my research question. I have discovered many different techniques to manage your classroom effectively and how these techniques enhance student behavior. I have also found many techniques for managing and improving disruptive student’s behavior.

The three major findings of my research are:

1. Effective classroom set-up will enhance student behavior.

2. Effective teacher management styles for dealing with disruptive students will in the end enhance the student’s behavior.

3. Making an effort to get to know and care for your student’s well-being will enhance student behavior.

My research question:

How does effective classroom management enhance student behavior? 
 

Annotated Bibliography

 

Bucalos , A., & Lingo, A. (2005). What kind of "managers" do adolescents really need? helping middle and secondary teachers manage classrooms effectively. Beyond Behavior, 14(2), 9-14. Retrieved from http://libproxy.chapman.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,uid,cookie,url&db=eric&AN=EJ845888&site=ehost-live

 

            This article is an article I did not use for a previous assignment; however, I did find this article while doing research for a previous assignment. This article covers four manager qualities that are essential for successful student achievement. These four qualities include teachers who (1) make a regular and focused effort to know their students as individuals and care about their well-being, (2) understand how to communicate with adolescents and who are appropriately assertive, (3) understand that different strategies must be used with different students depending on individual needs, and (4) are committed to culturally responsive classroom management. This article then goes into detail regarding those four qualities. Another thing I liked about this article is that the author talks about 10 ways to foster teacher-student relationships. This article specifically addresses my research question because it focuses on how to be an effective manager in the classroom. Anne Bucalos, one of the authors of this article, serves as the Director of Faculty Development at Bellarmine University. Her     research interests include educator dispositions, adolescent behavior disorders, and generational differences. Amy Lingo, the other author of this article, works at the University of Louisville as the Assistant Department Chair of the Department of Special Education. Her research interests include positive behavior supports in school settings and relationships between challenging behaviors and academic achievement.

 

Hue, M., & Wai-Shing, L. (2008). Classroom management: Creating a positive learning    environment. Aberdeen, Hong Kong: Hong Kong University Press

            This book covers some main points to include: understanding classroom behavior and      situations, effective classroom management, managing misbehavior, and enhancing communication and strengthening teacher-student relationships. Although this book does focus on Chinese culture and Hong Kong classrooms, the preface mentions that this book examines classroom management in both Chinese and Western societies. This book gave  me a better understanding of my research question because I have learned that there are four goals of misbehavior. When students feel that they do not belong in the classroom they turn to these four mistaken goals that include: attention-seeking, power-seeking, revenge, and helplessness or inadequacy. I do feel that the authors are qualified to write this book. The back cover of the book mentions that the author Hue Ming-tak is an assistant professor in the Department of Educational Psychology, Counseling and Learning Needs at the Hong Kong Institute of Educations. Li Wai-shing, the second author, is an assistant professor in the Department of Curriculum and Instruction at the Hong Kong Institute of Education.

 

Jones, K., Jones, J., & Vermete, P. (2013). Exploring the complexity of classroom management: 8 components of managing a highly productive, safe, and respectful urban environment. American Secondary Education, 41(3), 21-33. Retrieved from http://libproxy.chapman.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,uid,cookie,url&db=eft&AN=89935757&site=ehost-live

 

           I found this article very interesting because it is an extended vignette that goes through how a teacher handles a disruptive student. According to the authors, there are eight keys to creating and maintaining a highly productive, safe and respectful classroom. Those eight keys are: student-teacher relationships, setting expectations, non-verbal cues, redirection and teacher consistency, teacher persistence and assertiveness, capitalizing on human resources, restorative justice, and school wide consistency. This article is not one that I used for one of my previous assignments; however, I did find it while doing research for my empirical article. This article specifically addresses my research question because it demonstrates a teacher effectively managing a disruptive student and how in the end the teacher enhances the disruptive student’s behavior. The first author of this article is Karrie Jones who is a teacher of mathematics at Tapestry High School in Buffalo, New York. The second author of this article is Jennifer Jones who is a Special Education Coordinator at Oracle Charter School in Buffalo, New York. The third author of this article is Paul Vermette who is a professor in the Department of Education at Niagara University in New York.

Spaulding, A. (2005). The impact of high school teacher behaviors on student aggression. Current Issues in Education, 8(17). Retrieved from http://cie.ed.asu.edu/volume8/number17/

 

            This article focuses on how a teacher’s behavior can have an impact on student aggression and as a teacher how you can modify your behavior to have a positive impact on the student’s learning environment. This article helped me gain a better understanding of my topic because it specifically points out ways that teachers can de-escalate violent situations when it comes to classroom management, student attitudes and behaviors, and student skills and knowledge. This article also helped me gain a better understanding of my topic because it also points out specific actions and traits used by teachers that may increase mismanagement and aggression in the classroom. The author of this article, Angela Spaulding, is an associate professor of Educational Leadership at West Texas A&M University. She has over 40 publications in the research areas of group dynamics, communication, conflict management, and micro politics. This article was found in an open access journal database.

 

Trussell, R. (2008). Classroom universals to prevent problem behaviors. Intervention in School & Clinic, 43(3), 179-185. Retrieved from http://libproxy.chapman.edu/login?url=http://search.ebscohost.com/login.aspx?direct=tru        e&AuthType=ip,uid,cookie,url&db=aph&AN=31464819&site=ehost-live

                       

            This article provides clear descriptions and examples of classroom universals that, when applied consistently and collectively, help create safe and effective classrooms. Some of the main points covered in this article include: general classroom environment and setup, procedures, and instructional interactions. This article helped me gain a better understanding of my topic because it presented me with new ideas I had not considered before. For example, this article mentions how when there is unscheduled time in a classroom students have an open invitation for disruptive behavior. This relates to my research question because it shows that when you do not use effective classroom  managememt techniques student behavior can be affected negatively. The author of this article, Robert Trussell, is an assistant professor of special education at the University of Texas El Paso. His research includes emotional/behavioral disorders and school wide positive behavior support. This article is a peer-reviewed article.

 

Williams, P., Sullivan, S., & Kohn, L. (2012). Out of the mouths of babes: What do secondary     students believe about outstanding teachers?. American Secondary Education, 40(2), 104-119. Retrieved from http://libproxy.chapman.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,uid,cookie,url&db=eric&AN=EJ986838&site=ehost-live

 

            This article is an empirical article that examines what secondary school students consider to be traits of outstanding teachers. The researchers in this wrote friendly letters to seventh through twelfth graders asking them what makes outstanding teachers. The students were at four different secondary schools with diverse settings: a private Christian academy in an affluent suburb, a rural high school in a low socioeconomic community, a rural middle school also in a low socioeconomic community, and a large high school in a heterogeneous, middle class suburban area. In the research, students emphasized that they want teachers to be able to connect with kids by caring about them, actually listen to what a student has to say, and to teach for the mere satisfaction of making a difference in at least one student’s life. They also want teachers to have great personalities, treat students like young adults, and have heart. I believe this research article confirmed my research which answers my research question of how effective classroom management enhances     student behavior.