Bibliography
Caldarella, P., Williams, L., Hansen, B. D., & Wills, H. (2015). Managing student
behavior with class-wide function-related intervention teams: An observational
study in early elementary classrooms. Early Childhood Education Journal, 43(5),
357-365.
This study by authors Paul Caldarella, Leslie Williams, Blake D. Hansen, and Howard
Wills is focused on specific intervention strategies for the elementary students to help
manage behavior. The main idea of the intervention is taking each behavior and
explicitly teaching self management skills to correct the behavior. I would consider this
article very helpful for understanding direct intervention strategies.
Croom, L., & Davis, B. H. (2006). It's not polite to interrupt, and other rules of classroom
etiquette. Kappa Delta Pi Record, 42(3), 109-113.
Authors Loren Croom and Barbra Davis focus on social misbehaviors within and
elementary classroom, specifically tattling, and ways that teachers can help teach better
social skills to students. The authors focus on explicitly teaching social skills to studnets
to see if it will help improve their misbehaviors within the classroom. This article is a
great resource, especially for elementary teachers to guide in explicit social skill
instruction.
Denton, P. (2014). Reinforcing, Reminding, and Redirecting. In The Power of Our
Words. Retrieved from https://www.responsiveclassroom.org/reinforcing-
reminding-and-redirecting/.
Paula Denton wrote the book The Power of Our Words to help teachers understand and
begin to reframe the way we speak to students. Within this expert from the book,
Denton discusses the ways to speak to students when trying to redirect behavior,
reinforce, and interventions. I found this article very helpful, and has inspired me to think
about my own language with students.
McIntosh, J. D. (2009). Classroom management, rules, consequences, and rewards!
oh, my! Science Scope, 32(9), 49-51.
This article is designed for science teachers, however it can be applied to any content
area. The author Julie McIntosh gives great tips on how to begin to plan what rules, and
what consequence for breaking those rule will be. This article is designed to help think
about what procedures a new teacher will need to think about while planning for a new
year.
Patrick, B. C., Hisley, J., & Kempler, T. (2000). "What's everybody so excited about?":
The effects of teacher enthusiasm on student intrinsic motivation and vitality. The
Journal of Experimental Education, 68(3), 217.
This article is an overview of two studies that were focused on looking at intrinsic
motivation in students and its connection to teacher enthusiasm. It was very interesting
to see how strong the relationship between motivation and enthusiasm was. The
authors Brian Patrick, Jennifer Hisley, and Toni Kempler encourage teachers to be as
enthusiastic as possible about subject matter and learning to help engage students.
Rademacher, J. A., Callahan, K., & Pederson-Seelye, V. (1998). How do your classroom
rules measure up? guidelines for developing an effective rule management
routine. Intervention in School and Clinic, 33(5), 284.
The authors of this article give great insights on how to begin to develop expectations,
procedures and structure within a classroom. One aspect of this article that is great is
that the suggestions they provide are backed up by other literature. The authors also
provide five specific planning steps to create procedures.
Robers, T. L. (2010). You can smile! Classroom management tips. Middle Ground
Magazine.
This article is addressing the old school idea of you cant smile until Christmas, by
recommending that you smile and smile often. The author goes into detail of very simple
but effective ways to setup a management system within the classroom. The most
important idea the author Theresa Roberts emphasizes is to build strong relationships
with students.
Valli, L., & Chambliss, M. (2007). Creating classroom cultures: One teacher, two
lessons, and a high-stakes test. Anthropology and Education Quarterly, 38(1),
57-75.
This article by authors Linda Vallis and Marilyn Chambliss discuss a study where one
teacher presented the same lesson in two different ways. The first was a child-centered
focus, while the second was more test-centered learning. They found that the lesson
that was presented in a child-centered was substantially more effective than the test-
centered lesson. This was a very interesting article to read to see the direct differences
in teaching styles and how being child-centered is much more effective.
Weinstein, C.S. (1979). The physical environment of the school: A review of the
research. Review of Educational Research, 49(4). 577-610.
This article is a study of research looking at many different aspects of the physical
environments of schools. Some of the topics include seating, windows, privacy, and
classroom design. The author Carol Weinstein wanted to see how the physical space
effects different aspects of the students achievement and behavior.
Wilhelm, J. D. (2014). Moving toward collaborative cultures: Remixing classroom
participation. Voices from the Middle, 21(4), 58-60.
This article by author Jeffery Wilhelm focuses on a method of teaching that is beyond
child-centered but also learning centered. This essentially means also incorporating
more relevant technology use as a learning tool within classrooms. This helps build
more of a relevant culture within the classroom for students to grow within our digital
age.
