What Teachers Can Do to Prevent Behavior Problems in Schools

Hester, Peggy

doi:10.1080/10459880309604426

Cited by 11 publications

(8 citation statements)

References 23 publications

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“…Disruptive student behavior is a concern for educators (Everston & Weinstein, 2006), commonly recognized as a reason many teachers leave the profession (McKinney, Campbell-WhatelyKea, 2005). Research has demonstrated that 2% to 16% of students exhibit behavior that does not meet teacher expectations, negatively affecting their own and their classmates’ education (Hester, 2003). A study of behavioral expectations showed that teachers considered students’ self-control and cooperation the most important factors for achieving classroom success (Lane, Givner, & Pierson, 2004).…”

mentioning

confidence: 99%

Improving Student Behavior in Art Classrooms: An Exploratory Study of CW-FIT Tier 1

Nelson

Caldarella

Hansen

et al. 2018

Journal of Positive Behavior Interventions

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Disruptive student behavior is a concern for educators (Everston & Weinstein, 2006), commonly recognized as a reason many teachers leave the profession (McKinney, Campbell-WhatelyKea, 2005). Research has demonstrated that 2% to 16% of students exhibit behavior that does not meet teacher expectations, negatively affecting their own and their classmates' education (Hester, 2003). A study of behavioral expectations showed that teachers considered students' self-control and cooperation the most important factors for achieving classroom success (Lane, Givner, & Pierson, 2004). Unfortunately, students who enter school without these skills can struggle socially and academically. Over 30 year ago, Jason and Kuchay (1985) noted that students' behavior differs as educational contexts vary; for example, students often exhibit better behavior in language arts and social studies lessons compared with math. Multifaceted learning opportunities for elementary students include a variety of disciplines and subjects outside their general education classroom, including music, physical education, and art. In addition to the behavioral difficulties common in general education contexts, specialty classes have unique challenges particular to the structure and characteristics of the subjects taught, including different pacing requirements and larger class sizes. For example, music teachers report that student apathy and lack of motivation cause particular stress in their classrooms (Gordon, 2002). More recently, Cothran and Kulinna (2015) found that physical education instructors, who teach in a variety of settings with little structure, frequently have difficulty productively engaging their students. Behavior Problems Specific to Art Instruction Art classes also place students in a specialized learning environment. Susi (1995) explained that environmental differences between art and general education classrooms challenge traditional behavior management models. Instructional models of art education are less predictable than typical classroom methodologies. There is an emphasis on self-expression, as students learn critical thinking skills that enable them to evaluate their own and others' 762744P BIXXX10.

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confidence: 99%

Improving Student Behavior in Art Classrooms: An Exploratory Study of CW-FIT Tier 1

Nelson

Caldarella

Hansen

et al. 2018

Journal of Positive Behavior Interventions

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“…Expectations of good teacher practice for all levels of schooling (Chadbourne 2001) and for all teacher training programs (e.g., Hester 2003) have been clearly articulated. Yet the task of adapting existing systems to a middle school program has fallen to individual teachers and individual schools.…”

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confidence: 99%

A framework for research into Australian middle school practice

Main

Bryer

2007

Aust. Educ. Res.

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As a new reform in Australian education, middle schooling has been gaining momentum. The rationale behind middle schooling is to bridge the traditional primaryhigh school gap and provide a more developmentally appropriate educational experience for young adolescents. Middle schooling in the USA has gone through a "boom-to-bust" cycle and is currently undergoing a "reinvention" as research on practice and reporting of research on practice has, in the most part, been ad hoc and piecemeal. If Australian middle schools are to avoid the boom-to-bust-to-reinvention cycle experienced in parts of the USA (Beane 2001), then a more systematic approach to researching practice is required. Research-based criteria for systematic study and improvement of middle school practice have been identified as (a) acceptance as part of planning alternative practice, (b) effectiveness as part of implementing alternative practice, and (c) sustainability as part of evaluating alternative practice.

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“…Acknowledging positive aspects of students' behaviors can promote selfesteem in students and can strengthen the bond between teachers and their students (Hester, 2002). Educators should tailor these comments to students' ages, skill levels, and cultural backgrounds.…”

Section: Develop Students' Self-esteemmentioning

confidence: 99%

“…Establishing and following a regular schedule that includes ongoing classroom routines can improve student learning and behavior (Downing & Peckham-Hardin, 2001;Hester, 2002). Good scheduling involves considering student characteristics as well as important features of the educational program and classroom.…”

Section: Follow Routines and Foster Transitionsmentioning

confidence: 99%

“…They can act like disk jockeys or newscasters who use segues to prepare listeners for the next recording or story. For example, teachers can provide verbal, musical, or physical cues as segues to signal to students that they need to prepare for a new activity and can give them specific directions for moving to the next activity (Gibson & Govendo, 1999;Hester, 2002). When students come from a less-structured social activity like lunch or recess to a setting that requires quiet and attention, educators can use a transitional activity.…”

Section: Follow Routines and Foster Transitionsmentioning

confidence: 99%

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Understanding and Addressing Oppositional and Defiant Classroom Behaviors

Salend¹,

Sylvestre²

2005

TEACHING Exceptional Children

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Kwik Link Internet Services (www.klis.com/chandler/pamphlet/oddcd/oddcdpamphlet.htm) This site offers information, resources, and case studies related to students who exhibit oppositional behaviors and conduct disorders, as well as information on these behaviors and disorders in combination with such other issues as attention deficit hyperactivity disorder, depression, substance abuse, and anxiety.Internet Mental Health (www.mentalhealth.com) This site disseminates research about a variety of mental health disorders. It offers an online encyclopedia that contains information on diagnosis, treatment, research, medications, and related links.Not My Kid.org (www.notmykid.org/parentArticles/ODD/default.htm) This site offers information and resources on a variety of aspects related to oppositional behaviors, including symptoms from infancy to adolescence, suggestions and strategies for promoting positive behaviors, professional interventions, and a variety of ways to obtain further support and information.New York Online Access to Health (www.noah-health.org) This bilingual site (Spanish and English) contains facts about a wide variety of health issues and offers information on oppositional behaviors, including symptoms, treatment, advocacy, and resources.Kentucky.gov (www.state.ky.us/agencies/behave/homepage.html) This site addresses a variety of behavioral issues and includes such helpful features as a question-and-answer forum, intervention strategies, links to the federal laws concerning individuals with disabilities, and professional organizations that provide current research.Uplift-Wyoming (www.upliftwy.org/publications/dls/odd_pub.pdf) This site provides a booklet containing information about the symptoms associated with oppositional and defiant behaviors, as well as helpful suggestions for making everyday life easier for all those involved.Global Internet (www.users.globalnet.co.uk/~ebdstudy/disord1/oppose.htm) This site outlines potential indicators related to oppositional and defiant behaviors and provides intervention strategies, including behavioral management, selfcontrol instruction, self-esteem enhancement, and family education. It also presents information on the advantages and disadvantages of various strategies.

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What Teachers Can Do to Prevent Behavior Problems in Schools

Cited by 11 publications

References 23 publications

Improving Student Behavior in Art Classrooms: An Exploratory Study of CW-FIT Tier 1

Improving Student Behavior in Art Classrooms: An Exploratory Study of CW-FIT Tier 1

A framework for research into Australian middle school practice

Understanding and Addressing Oppositional and Defiant Classroom Behaviors

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