Student bad behavior-paper代写

留学生paper代写精选范文：“Student bad behavior”，这篇论文讨论了学生的不良行为。近几年来公立学校暴力和违纪问题越来越严重了，侵略和暴力行为在学校不断地发生，为此，学校严抓纪律是解决问题的关键。不良行为其实是学生的自发行为，从迟到到暴力，给学生们的学习环境带来了非常大的负面影响。而教师，必须要有方法和准备地管理课堂，确保一个比较好的学习环境。

According to Utley (2002), the statistics of violence and discipline problems in public school showed that aggressive and violent behaviors are increasing among children and youth in schools and that school discipline is critical to the prevention of student behavior problems. Leaders of Educational organizations are attempting to solve the problems through research and then implementing various solutions. Disruptive behaviors are occurring more frequently in educational facilities. Disruptive behaviors interrupt classroom instruction which in turn has a significant negative impact on all students. Students with behavioral problems may strain even the most competent classroom teacher. More children from troubled homes are bringing well-developed patterns of antisocial behavior to school. Their disruptive, aggressive, and defiant behavior (a) wastes teaching time, (b) disrupts the learning process of other students, and (c) threatens the safety of others (Walker, Ramsey, & Gresham, 2003).

Knowing that students perform better in classrooms that are safe, secure, and orderly is one of the most important concepts teachers learn and strive to maintain Need to add references...... (Christensen, Marchant, & Young, 2004; Horner, Sugai, Lewis-Palmer, & Todd, 2001; Utley,Kozleski, Smith, & Draper, 2002). However, general education classroom teacher surveys routinely identify discipline as one of the topics considered most important or in need of improvement (Witt, VanDerHeyden & Gilberston, 2004). A study indicated that general education teachers reported on average, one in five of their students exhibited disruptive behaviors and one in twenty exhibited aggressive behaviors to the point intervention was necessary (Myers & Holland, 2000). Those that are significantly at-risk for school failure are children who exhibit behavior problems at an early age.

Disruptive behavior is a student-initiated act that ranges from tardiness to violence. It may consist of behavior that is disrespectful, offensive, or threatening and may present itself physically, verbally, or psychologically. It has a negative impact in any learning environment and interferes with the learning activities of the perpetrator and other students. It must be kept in mind that all disruptions, regardless of perceived seriousness, detract from academic learning time. Even small, annoying problems such as tardiness can create a serious problem for educators and fellow students and must be dealt with promptly (DeFrance, 1997). Numerous labels exist when describing types of behavior children exhibit such as violent, aggressive, oppositional, challenging and disruptive. According to Kaiser and Rasminsky (2003), psychologists often define aggression as behavior that is aimed at harming or injuring others. Each of these behaviors, impact the student, teacher and classroom environment.

There are numerous reasons for the negative behaviors that more and more students are exhibiting (Greene, 2001). According to Adelman and Taylor (2002), between 12-22 percent of all children in schools suffer from mental, emotional, or behavioral disorders. Many of these students do not respond to behavior strategies and expectations that work with the other students. Hardman (2003) stated that for most secondary school teachers, maintaining classroom discipline is a daily concern that can be rewarding and also a source of frustration. On a regular basis, teachers and staff members are affected by the extreme challenges that these students create. These extreme challenges include continuously talking out of turn, inattentiveness, fidgety, acts of defiance, noncompliance, and belligerence (Boynton & Boynton, 2005). The Association of School Counselors reports that 18% of students have special needs and require extraordinary interventions and treatments that go beyond the typical resources available to the classroom (Dunn & Baker, 2002).

Although classroom teachers may not be in a position to directly service students with these types of needs, teachers must be well-equipped to meet the needs of all students. A number of factors can influence students' classroom behaviors, and teachers have to be prepared with methods and models to manage the classroom successfully to ensure an environment conducive to learning. Educators continue to rely on traditional discipline practices that generally involve punishment, especially for the most challenging behaviors. The assumption is that punishment-based discipline implemented in response to rule violations will deter future occurrences and somehow teach and promote more pro-social skills (Sugai & Homer, 2002).

The 'zero tolerance' approach to discipline has proven ineffective in reducing problem behavior (Skiba, 2002). Zero tolerance policies began being adopted in reaction to an increase in violence in schools as well as society. Schools are in charge of educating students; however, they are constantly suspending students for minor infractions (Cox, 2009). It was reported in 2008 in USA Today, that tens of thousands of students are suspended each year from Maryland schools for minor infractions under the zero tolerance policy. Nine percent of students were suspended with the higher rate being African Americans, special education and boys.

There is increased interest in programs designed to decrease problem behavior and behavioral referrals (Tidewell et al., 2003). The Classroom Management Checklists (appendices A, B, & C) provides teachers with descriptions of effective models and methods in which teachers can utilize and monitor in their classroom daily. Although the importance of classroom management is widely recognized in research, its definition is elusive (Marzano, 2003).

Classroom management is the confluence of teacher actions in four distinct areas: (1) establishing and enforcing rules and procedures, (2) carrying out disciplinary actions, (3) maintaining effective teacher and student relationships, and (4) maintaining an appropriate mental set for management. Only when effective practices in these four areas are employed and working in concert is a classroom effectively managed. (p.18)

One analysis of five decades of research on classroom management reviewed some 228 variables influencing student achievement. Nothing, it found, affected student achievement more than skillful classroom management (NEA Today, 2004). In addition, research has shown us that teachers' actions in their classrooms have twice the impact on student achievement as do school policies regarding curriculum, assessment, staff collegiality, and community involvement (Marzano, Marzano, & Pickering, 2003). Unfortunately, the implementation of positive and proactive behavioral approaches in our public schools is rare (Snell, 2005). Instead schools often rely on less effective reactive and exclusionary approaches that hinder students' educational progress (Christle, Jolivette, & Nelson, 2007).

School discipline has always been perceived as essential for the proper functioning of a public school. Expectations are clear that discipline is necessary for students to learn and that educators are expected to establish and maintain well disciplined schools (Covin, 2007). All stakeholders historically have taken pride in maintaining well disciplined schools. The following highlighted are comes from resource saved as disst Resource 2.8.10

According to Sugai (2007), schools are complex environments where skills, knowledge, and practices of a culture are taught, shaped, encouraged, and transmitted. Educators are challenged to provide effective and explicit instruction that maximizes students' knowledge of concepts and skills. In the educational environment, students are challenged to remain focused, responsive, and engaged to benefit from instruction. These goals are enriched and complicated by students with diverse learning styles, unique strengths and weaknesses, and defining cultural influences. Additionally, schools, students, and families must adapt to maximize benefits from the school experience.

Nevertheless, there continues to be a growing concern about the number of disruptive behaviors and lack of discipline in the educational facility (Covin, 2007). These disruptive behaviors make it more challenging for educators to accomplish goals.

Luiselli, Putnam, Handler, and Feinberg (2005) stated, 'Many students attending public schools exhibit discipline problems such as disruptive classroom behaviors, vandalism, bullying, and violence. . . Establishing effective discipline practices is critical to ensure academic success and to provide a safe learning environment' (p. 183).

According to McAdams and Lambie (2003), public schools are facing increasing challenges with regards to the rise in disruptive behaviors amongst children. Curwin and Mendler (1999), includes unclear limits, student boredom, sense of failure and attacks on student dignity, lack of acceptable outlets for feelings and a sense of powerlessness as basic causes of discipline issues. Students at the elementary level are becoming more violent. They are kicking, biting, scratching, and hitting both their classmates and teachers (Toppo, 2003). Many educators are extremely concerned about the danger and disorder in school environments.

Unbelievable scenarios of violence in schools have made teachers, administrators, parents, and children aware that violence can happen anywhere in the United States. However, compared to other settings in terms of physically safety, most schools are safe environments (Dwyer, Osher, & Hoffman, 2000). Approximately, 3% of teachers and students in urban schools and between 1% and 2% of teachers and students in rural schools are attacked physically or robbed each month (Cotton, 2007). These types of extreme disruptive behaviors in a school setting are an ever-increasing concern (Eber, Sugai, Smith, & Scott, 2002).

Elementary school principals say they're seeing more violence and aggression amongst their youngest students, than ever. In Philadelphia, 22 kindergarteners were suspended in the first part of the year (Toppo, 2003). Violence in schools is an urgent problem. In school settings, it is an extension of the violence that occurs among children in communities throughout our Nation. The effects of school violence take a toll on the education of the poor and minorities. On reviewing research on youth violence, some of the risk factors within the school setting were; negative peer influences, low commitment to school, academic failure, and certain school environments/practices, such as undisciplined classes, and lax enforcement of school rules (Rosenberg, 1999).

Prior to age 13, children who exhibit violent behaviors are confirmed to be on a path of criminal tendencies and escalating violence throughout childhood (U.S. Surgeon General, 2001, chap.1). It is easier to recognize behaviors, that suggest a child is troubled than to predict that the child's behavior will lead to violence. There's no single sign or early warning signs that can accurately predict whether a child will be violent or not (Dwyer, Osher, & Hoffman, 2000). There are identifiable risk factors in individuals that increase the likelihood for developing problem behavior. Risk factors include poor anger management skills and lack of academic interest (Hunt, Meyers, Davies, Meyers, Grogg, & Neel, 2002). Other identifiable risk factors include disruptive classroom behavior, defiance of adults, and poor school readiness (Walker, H., Severson, H., Feil, E., Stiller, B. & Golly, A., 1998). According to Porter (2009), some reasons for student discipline problems are boredom, powerlessness, unclear limits, lack of acceptable outlets for feelings and attacks on diginity.

School violence affects all of society and interferes with the learning process (Taub, 2002). In a Greensboro elementary school, parents are concerned that well-behaved students are having difficult times learning because of the continuous outburst and violent acts in the classroom (Benscoter, 2007). Some students who exhibit aggressive reactions often overreact to even small incidences and have a limited threshold for frustration (McAdams & Lambie, 2003). If any of these negative reactions or incidences is repeated over a period of time towards others, it is considered bullying.

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