Dissertation On Statement Of The Problem
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The inability of teachers to manage classroom behaviors contributes to the poor student development (Stevens & Lingo, 2013; Funnell, 2009). In response to this limitation, the ineffective manner of any adopted strategies utilized will affect the socialization of students and stunt any true learning or participation on the part of the student in the classroom (Shook, 2012). Lack of effort by teachers to conduct and maintain effective classroom management translates to lack of support and responsiveness on the part of the students. A teacher's accomplishments are made up of students learning and teacher efficiency, and can be traced to the ability of the teacher, the strength of their lesson plan, and their ability to manage their classrooms (Tomlinson, 2014). This can lead to a rise in frustration on the part of both student and teacher and create emotional distress within the classroom that is counterproductive to learning (Poduska & Kurki, 2014; Meirovich, 2012; Hoy, 2012). The lack of teacher's management skills can result in the alteration of a student’s attitude towards the given material and result in teachers being unable to find a suitable solution that will benefit their class and themselves and create a positive learning environment. ). There are many issues to be derived from the matter of education and its many hurdles; one is the teacher’s ability to sufficiently engage their students. This can create a very unproductive and very limited environment for students and a very challenging struggle for a teacher. These challenges even result in economic ramifications for the students especially after they exit the school. Students who are unable to adapt to social environments normally provided by a stable classroom setting find that they are ill-equipped to handle situations outside of a controlled environment and fail to adapt to any given situation especially employment.
Hoy, A. W. (2012). A reflection on the place of emotion in teaching and teacher education. Advances in Research on Teaching, 255-270.
Meirovich, G. (2012). Creating a favorable emotional climate in the classroom. The International Journal of Management Education , 169-177.
Nizielski, S., Hallum, S., & Lopes, P. N. (2012). Attention to student needs mediates the relationship between teacher emotional intelligence and student misconduct in the classroom. Journal of Psychoeducational Assessment, 320-329.
O'Connor, E. E., Dearing, E., & Collins, B. A. (2011). Teacher-child relationship and behavior problem trajectories in elementary school. American Educational Research Journal, 120-162.
Oliver, R. M., Wehby, J. H., & Reschly, D. J. (2011). Teacher Classroom Management Practices: Effects on Disruptive or Aggressive Student Behavior. Society for Research on Educational Effectiveness, 36-49.
Tomlinson, C. A. (2014). Differentiated classroom: Responding to the needs of all learners. St. Alexandria: ASCD.
Webster-Stratton, C., Reinke, W. M., Herman, K. C., & Newcomer, L. L. (2011). The Incredible Years Teacher Classroom Management Training: The Methods and Principles That Support Fidelity of Training Delivery. Online Submission, 509-539.
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