The inability of teachers to manage classroom behaviors contributes to 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.(Shook, 2012). A lack of effort set forth by teachers to maintain effective classroom management reflects a lack of support and responsiveness on the part of the students.
A teacher's accomplishments are made up of student 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 classroom. 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 Monteil & Huguet, 2001; Rogers, 1995). 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. (Giallo & Hayes, 2007).
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. At end of this problem are the economic ramifications. 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. (Barnett, 1998)
References
Barnett, W. Steven, Ph.D. (1998) Long-Term Cognitive and Academic Effects of Early
Childhood Education on Children in Poverty. Preventative Medicine 27(2), 204-207
Funnell, R. (2009). Struggles for order and control of school behaviour: A sketch for a social psychology. Social Psychology of Education: An International Journal, 12(4), 481-499.
Giallo, R., & Hayes, L. (2007). The paradox of teacher professional development programs for behaviour management: Comparing program satisfaction alongside changes in behaviour management practices. Australian Journal of Educational & Developmental Psychology, 7, 108-119.
Monteil, J. M., & Huguet, P. (2001). The social regulation of classroom performance: A theoretical outline. Social Psychology of Education, 4, 359-372.
Poduska, J. M., & Kurki, A. (2014). Guided by theory, informed by practice: Training and support for the good behavior game, a classroom-based behavior management strategy. Journal of Emotional and Behavioral Disorders, 22(2), 83-94.
Rogers, W. (1995). Behaviour management: A whole school approach. Brisbane: Ashton Scholastic.
Shook, A. C. (2012). A study of preservice educators' dispositions to change behavior management strategies. Preventing School Failure, 56(2), 129-136.
Stevens, K.R., & Lingo, A. (2013). Assessing Classroom Management: The Umbrella Approach,
Beyond Behavior. 22(2), 19-26.
