Whitney Webb

Dr. Cassel

English 2

14 July 2019

Annotated Bibliography

Within my essay I will attempt to answer why behavior management is important within

a classroom, and what strategy works best in the classroom. I want to know what the different

methods are. If the impact on behavior changes if a school adopts a program rather than teachers

individually picking a strategy. My studies will be geared towards elementary education, which

is kindergarten through fifth grade.

Bergner, Raymond M. “What Is Behavior? And so What?” New Ideas in Psychology, vol. 29,

no. 2, 2011, pp. 147–155., doi:10.1016/j.newideapsych.2010.08.001.

“What Is Behavior? And so What?” is an article written by Raymond M. Bergner to

explain behavior. It explains that behavior is made up of eight different parts. The parts are

identity, want (motivational), know (cognitive), know-how (the skill or competency),

Performance (the process), achievement: (outcome) personal characteristics, and significance.

The purpose of this article in to explain what behavior is and all the parts that it’s made

up of. The audience of this piece is geared towards behavior science students but is also

informative to anyone else looking into behavior. It was written for a psychology journal in

2010.

Bergner is a writer of books and articles within the psychology field. He has published

two books and many articles. He has been employed in the department of psychology for many
years now. I know that the author is credible not only because of his background but because this

article has been published in a journal. The publication date was less than 10 years ago providing

it as a relevant source for defining behavior. This article is not opinion based and there is a list of

sources posted within it.

I will be using this information to help define behavior. Classroom management is to help

increase wanted behaviors and decrease unwanted behaviors to help students have a safe learning

environment. To understand classroom management, one must first understand behavior.

Finley, Todd. “11 Research-Based Classroom Management Strategies.” Edutopia, George Lucas

Educational Foundation, 22 Sept. 2017, www.edutopia.org/article/11-research-based-

classroom-management-strategies.

“11 Research-Based Classroom Management Strategies.” is an article written by Todd

Finley that discusses common classroom management strategies. He explains the effectiveness of

them through research. The strategies discussed are not complex but simple common ones,

Finley refers to them as “bite-sized.” For example, he mentions nonverbal cues can be used to

help cue self-regulation or transition. Pairing nonverbal cues with verbal cues is a combination

that will help reach more students rather than one by itself. Another strategy he talks about is the

“when-then” strategy. This strategy helps explain to students the proper way to approach

situations and allows them to learn how to better self-regulate. It is used in situations where the

student may be approaching something in an unwanted manner such as yelling at the teacher

about another student not sharing the markers. The teacher could then respond, “When you start

talking to me with a lowered voice, then we’ll problem-solve this situation.” His other strategies

are timeouts, notes of praise, private reminders, greetings, on the spot corrections, mindfulness
practices, notice and comment, and over correction which is repeating the steps to something to

help the process become more natural to the student.

The author's purpose of this article is to inform the readers of appropriate and easy to use

strategies that are backed by evidence. This piece was written on Edutopia which is a source

common for teachers to use. It was created by the George Lucas Education Foundation which

was created to improve education. This supports the purpose.

Todd Finley is an author whose writing career has been focused around education. He not

only is known to write articles but has also published a book on rethinking classroom design.

The article posted on Edutopia does not have any adds sponsoring his book or any of his other

writings which helps the reliability because it shows he’s not trying to sell anything, just provide

free evidence-based information. Also, his article was published in 2017 which keeps it relevant.

To help back that the strategies are connected to research there is a link within each one

connected to research. Edutopia like explained above is supported by a foundation looking to

better education through research. Therefore, the information within this article and others are

not opinion based, but evidence based.

I plan on using this information to provide evidence of other strategies that are small but

relevant to behavior management. I will use it to help prove that even small techniques can

benefit students and that a large-scale plan can incorporate them, but they are also effective on

their own.

Gage, Nicholas A., et al. “The Relationship Between Teachers’ Implementation of Classroom

Management Practices and Student Behavior in Elementary School.” Behavioral

Disorders, vol. 43, no. 2, Feb. 2018, pp. 302–315. EBSCOhost,

doi:10.1177/0198742917714809.
 “The Relationship Between Teachers’ Implementation of Classroom Management

Practices and Student Behavior in Elementary School” was a scholarly article written by

Nicholas Gage and others to show the correlation between classroom management and

instructional engagement. The results showed that students that were in classrooms with low

rates of classroom management practices were statistically significantly less engaged in

instruction. The research was collected on 1,242 teachers at 62 different schools within the

elementary system.

The purpose of this article was to prove that classroom management has an effect on

student engagement within instruction. The audience for this piece could be teachers, school

staff, or parents who want to know more about how classroom strategies correlate to their child's

engagement. It was published in a journal within 2018 which lets the reader know that the

information has been looked over and assessed by outside sources as well before publication.

The writers for this article are professors within the early childhood and special education

range all with PHDs. I know that they are credible from the fact that they have been published in

a journal, and that they have a works cited page with all of their outside sources. I know that

their information is relevant because it was published within the last year.

I plan on using this article to explain the importance of not only having a classroom

management plan, but how important it is for it to be backed by evidence.

Horner, Rob H, et al. “Positive Behavioral Interventions & Supports - OSEP.” Research, Apr.

2015, www.pbis.org/research

“Positive Behavioral Interventions & Supports - OSEP.” is written by Rob H. Horner,

George Sugai and Timothy Lewis explains PBIS. It tells the reader that it is a school wide

adoptable program. Then shows the reader that its focused around a three-tiered model. The tiers
are created for prevention and every student within the school is placed on one of the tiers. The

first tier is known as the Primary tier. This tier is for a majority of the students. It focuses on

prevention and both defining and teaching student expectations. The secondary tier is for

progress monitoring and provides many systems for the teachers to follow to help the student.

Lastly is the Tertiary tier. This tier is more individually focused. It is for students that need more

support than the systems provided in the Secondary tier.

This article was created to explain in a simplistic manner what the PBIS program is based

around. The audience for this piece is anyone that is trying to understand what PBIS is. It was

posted on the PBIS website to show that there is research backing their program.

The writers for this article have collaborated for many other pieces that are based around

education for different sites and research papers. I know the writers have adequate information

because the first paragraph explains that all their information is backed by evidence and the third

paragraph gives the sources they used, and the last paragraph defines what they consider

evidence based. The information was posted in 2015 keeping it relevant. Also, this is the main

site developed for PBIS, so the information is all relevant to their program.

I will be using this information to develop a better understanding of PBIS and to help

show that PBIS is a good strategy. Along with this it is also a school wide strategy which will

give me information on the benefits of school wide programs.

Nagro, Sarah A., et al. “Lesson Planning with Engagement in Mind: Proactive Classroom

Management Strategies for Curriculum Instruction.” Intervention in School & Clinic, vol.

54, no. 3, Jan. 2019, pp. 131–140. EBSCOhost, doi:10.1177/1053451218767905.

 “Lesson Planning with Engagement in Mind: Proactive Classroom Management

Strategies for Curriculum Instruction” is an article written by Sarah A. Nargro and others. This

article is about how proactive lesson planning that is based off research-based strategies

influences positive behavior without losing instructional time.

The purpose of this article is to inform the audience. The intended audience are early

childhood teachers. This article was written in 2018 to be put into a journal.

The writers are credible because they are all affiliated with education departments at

universities or colleges. They also had their information published in a journal which goes to

show its been validated. It was published in 2018 showing that it is up to date and relevant with

the current times.

I will be using this information to discuss alternative methods to behavior management

techniques and how they do not need to be explicit instruction but can be intertwined within

lessons as well.

Ucus, Sukran, and Ibrahim H. Acar. “Teachers’ Innovativeness and Teaching Approach: The

Mediating Role of Creative Classroom Behaviors.” Social Behavior & Personality: An

International Journal, vol. 46, no. 10, Dec. 2018, pp. 1697–1711. EBSCOhost,

doi:10.2224/sbp.7100.

“Teachers’ Innovativeness and Teaching Approach: The Mediating Role of Creative

Classroom Behaviors” is an article written by Sukran Ucus and Ibrahim H. Acar. this research

article was conducted to examine the different effects that traditional classroom management

strategies have versus constructivism which is more individualized and in a flexible learning

environment. The results show that there was an indirect effect from innovativeness to the
constructivist teaching approach through creative classroom behaviors, but this effect did not

occur when a traditional teaching approach was used.

The purpose of this article was to show the different effects on behavior from old style

teaching methods and constructivist methods. The audience is both old and new teachers, school

staff, and others interested in social behavior. This was written for a journal on social behavior

and personality in 2018.

The authors are faculty of a universities early childhood department proving them to be

reliable. Also, the article is from a 2018 journal on social behavior and personality which helps

prove its reliability along with its relevance. This article is not written with any signs of biased

but is based on evidence.

I will use this information to further develop my understanding of the impacts of behavior

management on classroom behaviors.

Wheatley, Rikki K., et al. “Improving Behavior through Differential Reinforcement: A Praise

Note System for Elementary School Students.” Education & Treatment of Children, vol.

32, no. 4, Nov. 2009, p. 551. EBSCOhost, doi:10.1353/etc.0.0071

“Improving Behavior through Differential Reinforcement: A Praise Note System for

Elementary School Students” is an article written by Rikki K. Wheatly and others. This article

explains the effectiveness of inexpensive and easy to use methods that increase wanted behaviors

among elementary students.

The purpose for this article was to inform the audience that behavior management does

not need to be time consuming or expensive. The audience for this piece is both new and
experienced teachers looking for alternatives for behavior management plans. This article was

written for the Education and Treatment of Children book in 2009.

The writers are faculty of education departments of Utah State University. I know the

authors are credible due to both their background in education and the fact that they were

published. The article was written in 2009 which is within the last 10 years keeping it relevant to

my topic. The article is not opinion based, but evidence based.

I will be using this information to further develop the different types of classroom

management strategies and how they work.