Classroom Management Literature Review

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Many children today have an “I don’t care” attitude which results in low grades. They have not learned to take responsibility for themselves and their actions. By using a classroom management system I hope to teach self respect and self reliance so that they will become contributing adults, beginning with raising their grades and being responsible for themselves and their actions.
Literature Review
The purpose of this study it to explore the effects of classroom management on students’ and their grades. Gathering information relevant to understanding the beliefs teachers have and the complexities of their teaching, particular classroom management, and how classroom management will affect the students is the foundation of this
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Jessica L. Riley, Brian C. McKevitt, Mark D. Shriver, and Keith D. Allen ( 2011) found that by using a fixed-time delivery of attention they could increase a child’s on-task behavior. It was also discovered that increasing the rate of attention delivery increased the constancy of redirection statements for each student and teacher praise. This in turn increased the positive teacher-student interactions. Like the fixed-time delivery system, Joretta Akpo-Sanni, Gary Reglin, and Nonopo Losike-Sedimo (2012) discovered that both referrals and suspensions were reduced when implementing a Professional Development Classroom Management Model. This successively created a positive change in the classroom culture where students felt more valued and respected. This empowered them with a confidence that allowed them to believe that the future was theirs. Not only is it important to increase the confidence of the students, but the teachers as well. Celene Domitrovich (2016) conducted a study that demonstrated that a higher level of self-efficacy could be achieved when using the PAX GBG and PATHS to PAX strategies. This self-efficacy positively affected the classroom environment, thereby positively affecting the students and their achievements. According to Nicholas A. Gage et. al (2018) classroom management practices have a direct impact on their students’ probability of success. His study suggests that classroom management and the engagement of the student is directly related, but simply identifying the classroom management strategy is not enough. We must find the most effective strategies to promote the most meaningful change in teacher behavior. When considering the classroom environment and its effect on the students and teachers, it is also important to consider both the short and long term influences. It is thought by Lorraine
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