Introduction:

My research look at strategies that is effective for reducing misbehavior in the lower classroom. I aim to find
out students misbehavior in the lower classroom, find out what type of misbehaving in the lower classroom,
teachers reaction to misbehavior, and the consequence of using strategies in order to show the most
effective strategies that teacher can implement. Im interested in this research because when I was trainer
the most challenging thing for me as a teacher was controlling misbehavior because its avoiding me to meet
the goal of the lesson. According to Brophy, who mentioned that classroom management strategies create
and maintain a learning environment conducive to successful instruction, and maintain students attention to
lesson and engagement activities. (2006) Also, Korpershoek viewed that improving students behavior
enhancing their academic performance in primary education. Hence, our focus on effective management is
required for effective education in UAE. (2014)

Keyword:

Primary, school teacher, classroom, misbehavior, classroom-management, strategies, gender, relationship

Literature review:

I selected five articles that are helped to answer my research question which is what strategies are most
effective for reducing misbehavior in lower classroom? Articles are published between 2010 and 2015.
Hence, some differences were obvious such as, the participant, published country, methods, and results. For
example, the study of(Roache and Lewis) published in Australia and the participants were schools, teachers,
and students. (2011) In contrast, (Korpershoek, Harms, de Boer, van Kuijk, & Doolaard) study was published in
Turkey who were depending on comparing between literature review and didnt use other methods in their
study.(2014) They are a mixing of collecting data in Roache and Lewis study and so they used students report,
observation, literature review, and rating scale.

They are some similarity in results between Ozben and cohan study which is that teachers has different
reaction towards students behavior in the classroom, which is could be different by schools, classes, teacher
gender, student gender, etc. Both study mentioned about best strategy to practice for reducing misbehavior
in primary school. On the other hand, the study of Korpershoek, Harms, de Boer, van Kuijk, & Doolaard and
the study of Ozben were focused on a teacher as a key to reduce misbehavior, and how they deal with such
misbehavior despite. Plus, they suggested looking forward at new behavior management strategies to
manage the negative behavior in the classroom.

From articles, I found out that they are a couple of strategies that teacher can use to deal with students
misbehavior. The study of Coban was grate because he made me aware that the strategies towards students
misbehavior differ by the school, classes, teachers gender, and students gender. But, the study of Chy told
that teacher should have appropriate steps in controlling misbehavior, and give different responses to each
individual student because students are different from each other.
As well as, what make the strategy effective in the lower classroom was maintaining positive relationship
between the students and teacher. Both study of chy and Roache& Lewis agreeing that positive relationship
minimize students misbehavior in lower classroom. However, Roach & Lewis viewed some coercive strategies
styles that could be effective in reducing misbehavior but it not helping to maintain positive relationship
between teacher and students. Also, they viewed the impact of management strategies in the classroom
which that will help me to answer my research question through viewing the consequence of using its. For
example, practice effective classroom management strategies leading students to have high academic
performance. (Korpershoek, Harms, de Boer, van Kuijk, & Doolaard, 2014) Also, Che mentioned that the
quality of the teaching and learning progress can be assured when students misbehavior can be controlled
with effective classroom management. (2012)

Conclusion:

To conclude, the process of using literature review is a step for collecting data in order to answer my research
question and then plan to use other methods to find answers that could be connected with literature review
or absolutely different from it.
 References:

Roache, J., & Lewis, R. (2011). Teachers' views on the impact of classroom management on student
responsibility. Australian Journal Of Education (ACER Press), 55(2), 132-146.

oban, A. a. (2015). Teachers' Reactions Towards Misbehavior in the Classroom. Education & Science / Egitim
Ve Bilim, 40(180), 89-102. doi:10.15390/EB.2015.4520

zben, heda. Teachers strategies to cope with student misbehavior. Procedia Social and Behavioral
Sciences , vol. 2, no. 2, ser. 2010, 2010, pp. 587594. 2010, doi:doi:10.1016/j.sbspro.2010.03.068 .

Korpershoek, H., Harms, T., de Boer, H., van Kuijk, M., & Doolaard, S. (2014). Effective classroom management
strategies and classroom management programs for educational practice: A meta-analysis of the effects of
classroom management strategies and classroom management programs on students academic, behavioural,
emotional, and motivational outcomes. Groningen: RUG/GION.

Che, Ling . How to Deal with Student Misbehaviour in the Classroom? . Journal of Educational and
Developmental Psychology , vol. 2, no. 1, 1 May 2012, doi:10.5539/jedp.v2n1p143 .
 Teachers' views on the impact of classroom management on student responsibility

Roache, J., & Lewis, R. (2011). Teachers' views on the impact of classroom
Cite the article or /book used (Use
management on student responsibility. Australian Journal Of Education (ACER
APA 6th edition)
Press), 55(2), 132-146.

This study will examine teachers views on management strategies and the
Research focus /Research
relationship these strategies have on perceived levels of student responsibility, with
problem
the aim of uncovering any convergence or divergence between the views of teachers
and the previously reported views of students.

Research question(s)
What are the most effective management strategies for reducing student
misbehavior and distraction?
teaching strategies discipline classroom techniques studentteacher relationship
Key Concepts / Key Terms
responsibility behavior management

Research methods Students

Research Site &
Participants Schools , Teachers

based, for 145 primary and 363 secondary school teachers in Victoria, Australia
Data collection - Students report.
tools - Gathered data.
- Observation
- Rating scale
Data analysis
The participating teachers were asked to complete a survey initially questioning their
perceptions of the extent to which they use a range of given management
strategies.
They planned to report similar finding from the report of 3500 students from
Action plan or strategies
primary and secondary students.
involved
The participating teachers were asked to complete a survey initially questioning their
perceptions of the extent to which they use a range of given management
strategies.
Teachers who use more inclusive management strategies such as discussion, hinting,
Summary of findings
involvement and reward have students who are more responsible for their own
behaviour and the behaviour of their peers.

The results are still problematic. Because the same findings appear to derive
Critical gaps
independently from the responses of students and teachers the problem seems
more real.
 - Teachers need to avoid coercive styles of management in favor of
Teaching strategies that I can
strategies that reinforce positive relationships between teachers and
utilize in my study (if any) students.

Summary of the study

(everything in one
Both primary and secondary teachers report that hardly any of the students in their
paragraph)
class misbehave. They also agree that the issue of classroom management is a minor
concern, and to avoid misbehaving teachers need to maintain positive relationship
with students, and avoid coercive styles of management. They are the same
strategies that are able to help to minimize student misbehavior, to reduce teacher
stress and to build an essential stock of goodwill between students and teachers.
 Teachers' Reactions Towards Misbehavior in the Classroom.

oban, A. a. (2015). Teachers' Reactions Towards Misbehavior in the

Cite the article or /book used (Use
Classroom. Education & Science / Egitim Ve Bilim, 40(180), 89-102.
APA 6th edition)
doi:10.15390/EB.2015.4520

The purpose of this research is to determine primary school teachers reactions

Research focus /Research
towards students misbehavior in the classroom, and to evaluate and analyze these
problem
behaviors in terms of different dimensions.

1- Do teachers reactions towards students misbehavior differ

Research question(s)
depending on:
1. Schools
2. Classes
3. Courses B.
2- Do teachers reactions towards students misbehavior differ
depending on their:
1. Gender
2. Alma mater
3. Seniority

Key Concepts / Key Terms

Primary

school teacher

Classroom
43 primary school teachers from four different schools; 12 teachers from
Research methods
Misbehavior
School A, six from school B, 12 from school C, and 13 from school D.
Research Site &
Participants Reaction

The research population consists entirely of primary school teachers who work in the
centrum of Sivas. The sample is constructed using the simple random sampling
method and consists of 43 primary school teachers from four different schools; 12
teachers from school A, six from school B, 12 from school C, and 13 from school D.
Data collection
tools
Observation
Literature review
 Data analysis gathered data

The average of the observers scores has been used as the data for each teachers
reaction. For each teacher, descriptive statistics such as frequency and percentage
are applied.

The observation technique, the most important and one of the basic data collection
Action plan or strategies
tools of qualitative research methodology
involved

Teachers reactions towards students misbehavior in the classroom differ by

Summary of findings
schools, classes, and courses; in addition, the teachers gender, alma mater, and
seniority affect these reactions. Remarkably, the research reveals corporal
punishment and insulting statements among some of the reaction

Critical gaps
Didnt mentioned if they have limitation in the research

Students behavior may depend on their environment. For example, a

Theories or Theoretical framework
student may be quiet and passive in their Mathematics course, but, by
that I can use in my study (if any) contrast, be talkative and cheerful in their Social Science course (Okutan,
2004)
 Teachers strategies to cope with student misbehavior

zben, heda. Teachers strategies to cope with student misbehavior. Procedia Social and
Cite the article or /book used
Behavioral Sciences , vol. 2, no. 2, ser. 2010, 2010, pp. 587594. 2010,
(Use APA 6th edition)
doi:doi:10.1016/j.sbspro.2010.03.068 .

The purpose of this study is to find out student misbehaviors in the classroom, study the
Research focus /Research
strategies of the teachers to cope with them and suggest some ideas.
problem

1. Are there any statistically significant differences among student behaviours in

Research question(s)
terms of the teachers' genders and their teaching years?
2. Are there any statistically significant differences between the teachers coping
strategies and misbehaviors in relation to their gender and teaching years of the teachers?

Key Concepts / Key Teachers, gender, teaching experience, misbehaviors

Terms
coping strategies

Research methods
Population comprises 869 teachers: 518 female and 351 male participants joined the study
Research Site &
and the questionnaire was used to collect the data.
Participants

questionnaire was used to collect the data

Data
collection
The studying Turkey-Azmir
tools

Data analysis The data is analyzed through frequency and chi square tests.

Using literature review

Action plan or strategies
involved - procedure
using questionnaire
This study shows that teachers show different coping strategies in relation to the gender
Summary of findings
and experience.

They didnt mention any limited in the research paper

Critical gaps limitation

- The ability to establish and maintain positive relationships with students,

Theories or Theoretical
marked by caring, understanding and trust, has consistently been shown to
framework that I can use in foster student motivation and engagement. (Stemler, Elliot, Grigorenko, &
my study (if any) Sternberg, 2006).
 Effective classroom management strategies and classroom management programs for educational practice

Korpershoek, H., Harms, T., de Boer, H., van Kuijk, M., & Doolaard, S. (2014). Effective
Cite the article or /book used (Use
classroom management strategies and classroom management programs for
APA 6th edition)
educational practice: A meta-analysis of the effects of classroom management
strategies and classroom management programs on students academic,
behavioural, emotional, and motivational outcomes. Groningen: RUG/GION.
Conduct a meta-analysis of the effects of various CMS and classroom management
Research focus /Research
programs (hereafter called CMP) aimed at improving students behavior and
problem
enhancing their academic performance in primary education.

Which classroom management strategies and classroom management programs

Research question(s)
effectively support and facilitate academic, behavioral, social-emotional, and/or
motivational outcomes in primary education?

Classroom management, classroom organization/organization, behavior (al)

Key Concepts / Key Terms
management, classroom technique(s), teacher/teaching strategy/strategies,
classroom discipline, group contingency/contingencies.

- The peer-reviewed classroom management literature

Research methods
- Meta-analysis

Research Site &

Participants

- Depend on others study and compare it.

Data collection
- Literature review
tools

Meta-analyses were performed using the program Comprehensive Meta-Analysis of

Data analysis
Biostat (CMA; Borenstein, Hedges, Higgings, & Rothstein, 2009)

- present the definitions of classroom management that formed the basis for
Action plan or strategies
our study. We then discuss different types of CMS; various criteria are used
involved in the field of classroom management to distinguish between different
CMS. Next, we provide a summary of the results of previously conducted
review studies and meta-analyses of the effects of these CMS/CMP on
different student outcomes. After this, five frequently implemented CMP
are discussed to provide the reader with examples of current programs.

The findings of numerous studies have shown that teachers play a key role in shaping
Summary of findings
effective education. Effective classroom management is a requirement for effective
education. In this study, we provide an overview of classroom management
strategies and classroom management programs for (new) teachers in primary
education to help them develop ways to effectively manage their classrooms and to
identify interventions that have the potential to prevent classroom management
difficulty
 - Literature search did not result in well-designed experimental studies in
Critical gaps
which the effectiveness of CMS/CMP was investigated in inclusive
classrooms.
- Found only one study (Connor, Ponitz, Phillips, Travis, Glasney, & Morrison,
2010) that met our inclusion criteria and focused on the inclusion of ICT as
(part of) a classroom management intervention.
- The interventions that are selected would have similar effects in societal
contexts other than those in which they were implemented.
- Present some recommendations for the scientific community on the basis
of our experiences in reporting pretest-posttest control group designs used
to evaluate the effectiveness of classroom management interventions.

The basic principle of the game was stated by Barrish, Saunders, and Wolf (1969);
Theories or Theoretical framework
they defined the game as a classroom behavior management technique, based on
that I can use in my study (if any)
reinforcers natural to the classroom, other than teacher attention
How to Deal with Student Misbehavior in the Classroom?

Che, Ling . How to Deal with Student Misbehaviour in the Classroom? . Journal of
Cite the article or /book used (Use
Educational and Developmental Psychology , vol. 2, no. 1, 1 May 2012,
APA 6th edition)
doi:10.5539/jedp.v2n1p143 .

define and classify classroom misbehaviour, and then attempts to generally analyse
Research focus /Research
the main reasons that cause students misbehaviour in the classroom from three
problem
aspects: the students, the teacher and the society, then according to the seriousness
of misbehaviour it gives some suggestions of appropriate steps to control the
problem effectively, from preventing to punishment, to build good student-teacher
relationship and assure the teaching and learning progress.
How to deal with students misbehavior in the classroom?
Research question(s)

Misbehaviour, Classroom, School, Student, Teacher

Key Concepts / Key Terms

Research methods -
Research Site &
Participants

Data collection - Literature review

tools

Data analysis
They depend on using literature review to answer the question

- Give a meaning of classroom management

Action plan or strategies
- Analyze reason that cause misbehavior
involved - Suggestion to control misbehavior

Dealing with student misbehaviour in the classroom is a tough and unavoidable task
Summary of findings
for teachers, because on one hand, it results from a large range of causes that
originate from the environment around the students: the individual, classroom,
school, community and the whole society. It makes the teachers have to understand
the sources before dealing with the unacceptable behaviour.

Critical gaps

In order to solve the student behavioural problems in the classroom, it is essential

to discuss the causes first just where does it come from? Some social scientists
They didnt mention if they are limitation in the research paper.
argue that student misbehaviour has less to do with the characteristics of students
and more to do with the behaviour of teachers