The Relationship between Teachers’ Classroom

Management Strategies and Student Misbehaviour

Phyu Phyu Yin1 and Aye Pyae Sone2

Abstract

The research aimed to study the strategies that are being used by teachers to manage
their classroom, to investigate the differences in classroom management strategies of
teachers grouped by schools, position, age and teaching service, to study misbehaviors
that are mostly occurred among students in classroom and the relationship between
teachers’ classroom management strategies and student misbehaviour. The study was
based on three classroom management strategies, preventive, supportive and corrective
developed by Charles et al., (1985). In this study, classroom management strategy was
determined by the mean value responses on the questionnaire items regarding preventive,
supportive and corrective controls. Student misbehaviour was determined by the mean
value responses on the questionnaire items regarding off-task behaviour, disruptive
behaviour and unruly behaviour. Participants in this study were 165 junior teachers and
95 senior teachers from Basic Education Schools of Yedashe Township in Bago Region.
They were selected by using simple random sampling method. Quantitative and
qualitative methods were used in this study. Using SPSS version 20, descriptive statistics
were calculated for quantitative data. The independent samples t Test, one way ANOVA
and Pearson correlation were also used. The results in this study showed that preventive,
supportive and corrective controls were used by teachers to manage their classroom and
off-task behaviours were mostly occurred among students. There was a negative weak
correlation between preventive control and off-task behaviour, disruptive behaviour and
unruly behaviour. There were no significant differences in classroom management
strategies of teachers grouped by school, position, age and teaching services.
Key words: Classroom management strategy, Student Misbehaviour

Introduction
A child has to come to school from the age of five. They have to spend their young
lives in schools. It can be said that school is a second home for them. The person who
deals with them in school is the teacher. Thus, the teacher is the most important person in
treating their students in the classroom. Effective teacher can produce effective students.
Effective teachers do not teach in front of the class doing a good demonstration on the
extensive and deep content knowledge, they teach to promote and enhance learning.
Besides, they know how to manage, not only their knowledge, but also the classroom and
the students in terms of discipline, work, how to give instructions, and how to assess and
evaluate activities, the students and their own work (Rubio, 2009).
Effective teachers take time in the beginning of the year and especially on the first day
to school to establish classroom management, classroom organization and expectations
for student behavior. It is essential for a teacher to create well-managed classroom for
students’ success and to decrease students’ misbehavior (Rubio, 2009). Effective

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classroom management strategies support and facilitate effective teaching and learning.
Effective teaching and learning cannot take place in poorly managed classrooms (Jones &
Jones, 2012).
Student misbehaviour in the classroom is an unavoidable task to the teachers and it
takes up teachers’ considerable time deal with. Student misbehaviour is a threat to class
order and is therefore of great importance to understand (Kulinna, 2008).

Significance of the Study

Classroom misbehaviour among students is any activity that interferes with teaching
and learning. Activities such as unpreparedness for class, inattentiveness, talking in class,
fighting, cheating, rudeness to teachers, and so on might disrupt the process of teaching
and learning (Slavin, 2000). Misbehaviours can arise because students feel frustrated and
bored in schools. Another reason why students misbehave is because they want teachers’
attention.
It is important that teacher behaviours can also create learner behaviour problems.
That is, it is not always learners who cause problems in the classrooms. Teachers also
contribute towards improper behaviour that is displayed in the classroom. Lasley (1987)
argued that the teachers can actually be the cause of management problems in the
classroom, if they do not monitor classroom activities.
Good and Brophy (1991) stated that students will obey for the first few days if told to
work quietly on their own. However, if they see that the teacher does not intervene when
students do not work quietly or when they copy from one another, loud talk and copying
will increase. Therefore, the consistency of the behaviour lies in that the teacher practices
what he or she preaches so that learners are able to learn the behaviour that is appropriate.
In essence, the teacher’s behaviour will always be an indication of what kinds of
classroom behaviours the learners are expected to exhibit.
There are many students who behave misbehaviours in the classroom in Myanmar.
Thus, this study may provide the relevant information about the classroom management
strategies to reduce student misbehaviour. Classroom management strategy is a
significant aspect of professional practice, with broad implications for student learning
and welfare.
Classroom management is the driving force behind a teacher’s ability to be successful
in the classroom. A teacher should have much knowledge in dealing with strategies to
manage their classroom. Classroom management is an effective teaching strategy and a

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key concern of many teachers while providing important teaching approaches for
students. The teachers who lack classroom management strategies will not create
successful classroom although they have gook content knowledge.

Aims of the Research

The main aim of this research is to study the relationship between the teachers’ classroom
management strategies and student misbehaviour.
The specific aims are:
- to study the strategies that are being used by teachers to manage their classroom
- to investigate the differences in the classroom management strategies of teachers
grouped by school, position, age and teaching service
- to study the misbehaviours that are mostly occurred among students in the
classroom
- to study the relationship between the teachers’ classroom management strategies
and student misbehaviour

Theoretical Framework

There are strategies used to prevent behavioural problems and strategies used to
respond to problem behaviour (Lane et al., 2011). In this study, classroom management
strategy was based on three types of control, preventive, supportive and corrective
developed by Charles et al., (1985).
Preventive control is aimed at minimizing the onset of discipline problems, which the
teacher tries to anticipate through planning. Making predictions about what is likely to
happen, given certain classroom activities, is an important element in the design and
selection of preventive measures. Teacher will first try to prevent misbehaviours through
engaging method of teaching. With classroom routines and procedures, student
misbehavior will be minimized. Supportive control is aimed at helping students before
their behaviour becomes a full-fledged problem. Teachers often stand in the vicinity of
students who need to be aware of the teacher’s presence to behave properly. Corrective
control seeks to discipline students who have not been faithful to the standards of good
conduct. Teachers use corrective controls after the student has chosen to resist their
influence or defy the rules.

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 Charles (2008) described misbehaviour as any action that, through intent or
thoughtlessness, interferes with teaching or learning, threatens or intimidates others or
oversteps society’s standards of moral, ethical, or legal behaviour.
Types of misbehavior that occurs in classes are inattention, apathy, needless talk,
moving about the room, annoying others, disruption, lying, stealing, cheating Sexual
harassment, aggression, fighting, doing intentional damage to school property or the
belongings of others, talking back to teachers and hostilely refusing to do as the teacher
requests.
Research Questions

The research questions are as follows

(1) What are the strategies that are being used by teachers to manage their classroom?
(2) Are there any significant differences in the classroom management strategies of
teachers grouped by schools, position, age and teaching service?
(3) What types of misbehaviour are mostly occurred among students in the
classroom?
(4) Are there any significant relationship between teachers’ classroom management
strategies and student misbehaviour?

Limitations of the Study

Five Basic Education High Schools and five Basic Education High Schools
(branches) were selected among Basic Education Schools in Yedashe Township, Bago
Region. The junior and senior teachers (a total of 260) were asked to complete the
questionnaire. Simple random sampling method was used in this study.

Definitions of Key Terms

Classroom Management strategy

Classroom management strategy refers to tools that the teachers can use to create
inviting and appealing environments for student learning, ranging from activities to
improve teacher-student relationships to rules to regulate student behaviour (Korpershoek
et al., 2014).

Student Misbehaviour

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 William Glasser (1998) defines misbehaviour as unacceptable acts students perform in
an attempt to meet one or more of five prime needs - safety, love and belonging, fun,
freedom, and power.

Review of Related Literature

Classroom Management

The goal of every teacher is to have a classroom in which students feel safe, supported,
and academically challenged, and without proper classroom and behaviour management
students will be disorganized, off-task, and unable to meet the grade level standards. Well
managed classrooms provide an environment in which teaching and learning can flourish.
Classroom management includes all the things a teacher must do to foster pupil
involvement and cooperation in classroom activities and to establish a learning
environment. It also includes a very broad range of activities, encompassing such things
as arranging the physical setting, establishing and maintaining classroom procedures,
monitoring pupil behaviours, dealing with deviant behaviour, keeping pupils accountable
for work, and conducting lessons that keep pupils on task (Martin, 1990).

Classroom Management Strategies and Techniques

All teachers want to have positive interactions with students in a classroom where
students are motivated, engaged, and positive about learning.
Classroom strategies, integrated throughout the school day, are based upon the
following themes:
 Prevention: Classroom discipline problems are prevented before they begin.
 Organization: The learning environment is organized to prevent off-task
behavior and to encourage students’ management of their own behaviour. This
includes organizing space, time, materials and supplies, and routines, and the
posting of daily learning expectations.
 Caring: The classroom climate reflects a caring learning environment. Teachers
use active questioning strategies to ensure that all students are engaged and have
an equal opportunity to respond.
 Cooperation: school staff, teachers, and students work together to achieve an
orderly environment in which to work and actively learn. Teachers use

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 cooperative learning strategies to foster team participation and responsibility for
each student’s success.
There are eleven techniques that teachers can use in their classroom that help them
achieve effective management and control (McDaniel, 1986).
 Focusing. Be sure teachers have the attention of everyone in their classroom
before they start their lesson.
 Direct instruction. Uncertainly increases the level of excitement in the
classroom.
 Monitoring. The key to this principle is to circulate. Get up and get around the
room.
 Modeling. Teachers who are courteous, prompt, enthusiastic, in control, patient,
and organized provide examples for their students through their own behavior.
 Non-Verbal Cuing. Non-verbal cues can be facial expressions, body posture, and
hand signals.
 Environmental Control. A classroom can be a warm cheery place. Students
enjoy an environment that changes periodically.
 Low- Profile Intervention. The teacher anticipates problems before they occur.
The teacher’s approach to a misbehaving student is inconspicuous. Others in the
class are not distracted.
 Assertive discipline. This is traditional limit setting authoritarianism. When
executed it includes a good mix of praise. The teacher is the boss and no child has
the right to interfere with the learning of any student. Clear rules are laid out and
consistently enforced.
 Assertive I-Messages. Components of Assertive Discipline, I-Messages are
statements that the teacher uses when confronting a student who is misbehaving.
 Humanistic I-Messages. These I-messages are expressions of the teachers’
feelings.
 Positive Discipline. The teacher should use classroom rules that describe the
behaviours he wants instead of listing things the students cannot do. He must let
students know this is how teacher expect them to behave in the classroom.
Classroom Management Plan
By being aware of the various causes of student misbehaviour, teachers can begin to
develop a comprehensive classroom management plan with a focus on prevention. A

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classroom management plan is where clear rules are set, class norms are developed,
expectations are stated, and consequences are defined.
Creating a classroom management plan should be a short, rather quick activity meant
to set the tone for the rest of your time together. Always state rules or classroom norms
positively and be as brief and to the point as possible. For example, rules that work well
in most situations would be:
 Respect yourself, your classmates, and your teachers.
 Raise your hand before speaking or leaving your seat.
 Keep your hands, feet, and materials to yourself.
 Listen, follow directions, and ask questions when needed.
 Be positive.
Once classroom rules and routines have been set, they must be enforced consistently
and fairly. The plan also should have clearly stated consequences for infractions of rules.
Some teachers use a point system to deal with rules infractions, with more serious
infractions receiving more points. As students accumulate points, they are denied certain
privileges. For example, an accumulation of three points in a day means no recess; five
points means detention. Students need to know when and how many points are given for
infractions (Baron, 1992).
Arrangement of Seating and Instructional Materials
Another basic, but often overlooked, consideration in a management plan is the
arrangement of seating and materials in the classroom. Many potential discipline
problems can be thwarted with proper seating and materials arrangements. Such
considerations include the placement of the teacher's desk, the arrangement of students'
desks, and the traffic flow in the classroom. When visualizing a classroom arrangement
that deters potential discipline problems, a teacher should consider the following:
 Is the teacher able to see all the students during full class instruction as well as
when they are in learning centers or work areas?
 Can all students see the chalkboard and visuals?
 Are materials (paper, pencil sharpener, and supplemental books) placed out of
traffic-flow areas in order to minimize disruption?
 Should student desks be arranged in rows or arranged in groupings for cooperative
learning activities?

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  Should students be assigned seats alphabetically or should they be allowed to sit
where they wish?
Even with the best of management plans, teachers still will be tested by students
pushing the limits of acceptable behavior. Knowing that this will happen, teachers should
mentally rehearse how they will respond to such situations. Such rehearsal gives teachers
confidence in handling problems when they arise and avoid spontaneous emotional
reactions, with the teacher possibly losing control or losing face.
The whole purpose of having a plan is prevention. And remember, prevention is better
than intervention. By knowing what is expected of them and why certain rules are
necessary, students will help to contribute to an orderly classroom environment. And by
working in an orderly environment, they will eventually develop self-discipline and
individual responsibility (Baron, 1992).

Responding to Challenging Behaviour

With the exception of encountering a student who is extremely belligerent or

disruptive, most disruptions in the classroom will be mild and just disruptive enough to
show the lesson. Teaches can implement any of the strategies below to help deal with
disruptive students and challenging behaviours.
 Use proximity to stop disruptive behaviour – Place close proximity to the student
and conduct a few minutes of the lesson standing by them.
 Stop and wait – On occasion teacher might need to simply stop the lesson, pause,
make eye contact with the student and wait for the student to quiet down and
focus.
 Location, location, location – while many teachers have created elaborate seating
charts to keep certain students away from each other or in the front of the room, if
where the student is seated is causing some of the disruptive behaviour, it should
be done the student moved to another seat. If the teacher has an extremely
disruptive student, the teacher might want to consider putting them in a seat
closest to the teacher’s desk.
 Use voice – Students often match the volume of the teacher’s voice in the
classroom. If teachers want to gain a student’s attention or the attention of the
class, instead of increasing the volume of voice try decreasing teacher’s volume.
Silence can be very effective and sometimes it is very appropriate so students
have to focus and really listen to hear you.

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  Stay cool – Remember to stay calm and keep teachers’ composure when presented
with challenging behaviours. Teachers don’t need to accept or tolerate the
behaviour, but the teacher will lose credibility if he/she lower himself to his/her
level (Prevention First Organization, 2014).

Correcting Misbehaviours

If the students are misbehaving regularly, the teachers have to correct their
misbehaviours. When the teachers are correcting student misbehaviour, he/she should
consider the following factors.
 When correcting misbehaviour, consider how thoughts and emotions influence,
and are influenced by, one’s behaviour.
 Closely examine environmental factors that might have contributed to the
misbehaviour.
 Do not argue: speak calmly, firmly, and respectfully.
 Make sure that students understand what they did wrong, why it was wrong, and
what they should have done differently.
 Avoid public humiliation. If the misbehaviour requires more than a mild verbal
correction, make every attempt to handle the correction privately.
 Be fair. Consequences should be consistent with the severity of the misbehaviour.
 Involve parents, especially when correction needs to be repeated. Establish a
support system to help the student improve his behaviour (Bear, 2001).
Methodology

Population and Sample

There are six Basic Education High Schools and six Basic Education High Schools
(Branches) in Yedashe Township, Bago Region. Among them, five high schools and five
high schools (branch) were selected as the sample for this study. 165 junior teachers and
95 senior teachers were used as the sample for this study. Simple random sampling
method was used in selecting the sample.

Instrumentation

In this study, questionnaires were used to collect the quantitative data for middle and
high school teachers’ classroom management strategies and student misbehaviours in
Basic Education Schools. The questionnaire included demographic information composed
with gender, age, position, teaching service and training. It included 24 items related with

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classroom management strategies and 15 items related with student misbehaviours.
Classroom management strategies involve three dimensions, preventive, supportive and
corrective control. Student misbehaviours involve three dimensions, off-task, disruptive
and unruly behaviours. These items were rated on five-point Likert scales ranging from
1=never, 2=seldom, 3=sometimes, 4=often, and 5=always. Open-ended and interview
questions for teachers’ classroom management strategies and student misbehaviour were
also used as part of this study.

Procedure

The relevant literature concerning the research was explored. The instrument for the
teachers’ classroom management strategies and student misbehaviour was constructed
under the guidance of supervisor. For the expert validity of the questionnaire, the advices
and guidance were taken from ten teacher educators of Yangon University of Education.
After getting the validation, pilot test was conducted with teachers from No. (1) Basic
Education High School, Yankin, Yangon Region in 3 rd week of December, 2016. Based
on the data obtained from the pilot study, Cronbach’s alpha was computed to measure the
reliability of the questionnaire. Cronbach’s alpha for the classroom management
strategies was 0.854 and Cronbach’s alpha for student misbehaviour was 0.892.
Cronbach’s alpha for the classroom management strategies and student misbehaviour was
0.837. After receiving the permission from the professor of Department of Educational
Theory and Yedashe Township Officer, the questionnaires (a total of 280) were
distributed to selected schools in Yedashe Township, Bago region on 3rd week of January,
2017. After one week later, these questionnaires were collected and the response rate was
92.8%. Interview was conducted on fourth week of January to obtain a variety of opinions
about teachers’ classroom management strategies and student misbehaviours.

Data Analysis

The data obtained from questionnaires were analyzed by using SPSS (Statistical
Package for the Social Science) software version 20. Descriptive statistics, independent
samples t Test, one-way ANOVA and pearson correlation were also used. Answers of
open-ended and interview questions were read and described to indicate teachers’
classroom management strategies and student misbehaviour.
Findings

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 Mean values and standard deviations for classroom management strategies of teachers
was described in Table 4.1.

Table 4.1. Mean Values and Standard Deviations of Classroom Management

Strategies of Teachers

Ite Classroom Management Strategies Mean SD Performance

m
Preventive Control
1 Setting desks to monitor students easily 4.31 0.88 Often
2 Setting daily schedules 4.75 0.66 Always
3 Setting classroom procedures 4.16 1.08 Often
4 Setting classroom rules 4.43 0.91 Often
5 Setting daily schedules, classroom procedures and 4.77 0.62 Always
classroom rules from the beginning of the school year
6 Publishing the daily schedules, classroom procedures 4.48 0.98 Often
and rules where the students can read them clearly
7 Teaching, encouraging and checking students to 4.61 0.62 Always
follow daily schedules, classroom rules and
procedures
8 Planning safety classroom 4.74 0.58 Always
Overall 4.53 0.47 Always
Supportive Control
9 Making eye contact to whispering students 4.43 0.80 Often
10 Calling names of students who are looking out of the 4.33 0.81 Often
window
11 Making proximity 3.98 1.01 Often
12 Using facial expressions while supervising the class 4.22 0.98 Often
13 Staring for a few seconds to disrupting students who 4.07 0.97 Often
are talking loudly while teaching
14 Checking students’ tasks unexpectedly 4.12 0.84 Often
15 Helping and giving guidance to students who are not 4.43 0.75 Often
making lesson exercises (eg. Solving problems)
16 Making intervention to students who are not caring 4.57 0.69 Always
teaching
Overall 4.27 0.58 Often

Corrective Control
17 Solving normal problems calmly and positively 4.25 0.89 Often
18 Punishing students who break classroom rules 4.01 0.97 Often
19 Rewarding students who obey classroom rules 4.03 0.88 Often
20 Correcting disrupting students privately 4.06 0.96 Often
21 Solving students’ misbehaviours without inflicting 4.23 1.01 Often
students’ personal rights

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 22 Observing causes of student misbehaviours and 4.04 0.91 Often
correcting them
23 Placing poor students near clever students to receive 4.13 0.98 Often
help from them
24 Discussing with parents of students who are not 4.35 0.73 Often
attending classes regularly
Overall 4.14 0.57 Often
According to the table 4.1, the total mean values of preventive, supportive and
corrective control were 4.53, 4.27 and 4.14. It was found that teachers always use
preventive control and often use supportive and corrective control. Mean values of
preventive, supportive and corrective controls are not highly different and preventive
control got the highest mean value among these three controls. Thus, it can be said that
the strategies that are being used by teachers to manage their classroom were preventive,
supportive and corrective controls and the classroom management strategy that is mostly
used by teachers was preventive control.
Independent samples t Test was conducted to obtain more detail information
concerning with the differences of classroom management strategies of teachers grouped
by position. It was found that there were no significant differences between JT and ST.
One-way ANOVA was conducted to obtain more detailed information in classroom
management strategies of teachers grouped by schools, age and teaching services. The
ANOVA results showed that there were no significant differences in classroom
management strategies of teachers grouped by schools, age and teaching services.
Table 4.2. Mean Values and Standard Deviations for Student Misbehaviour

Item Student Misbehaviour Mean SD Performance

Off-task behaviours
1 Studying other subjects during instruction 2.33 0.92 Seldom
2 Lack of homework and lessons 2.95 0.88 Sometimes
3 Requesting often to go out of the classroom during 2.73 1.07 Sometimes
instruction
4 Playing while making exercises 2.42 0.92 Seldom
5 Absence of classroom duties 2.47 1.01 Seldom
Overall 2.58 0.68 Sometimes
Disruptive behaviours
6 Talking about something irrelevant with lesson while 2.07 1.02 Seldom
teaching
7 Wandering in the classroom without permission 1.87 0.97 Seldom
8 Not having textbooks and learning materials fully 2.75 0.92 Sometimes
9 Disruption of students who are interesting lessons 2.27 0.97 Seldom
10 Making fun to classmates’ behaviours 2.27 0.95 Seldom
Overall 2.25 0.74 Seldom

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 Unruly behaviours
11 Talking back to teachers in a hostile manner 1.67 0.87 Seldom
12 Taking things that belongs to others 1.77 0.85 Seldom
13 Provoking classmates and teachers with dirty words 1.51 0.77 Seldom
14 Hitting and bullying to classmates 1.93 0.84 Seldom
15 Doing to damage classroom furniture 1.55 0.79 Seldom
Overall 1.69 0.63 Seldom

According to table 4.2, the total mean values of off-task, disruptive and unruly
behaviours were 2.58, 2.25 and 1.69. Students sometimes misbehave off-task behaviours
and seldom misbehave disruptive and unruly behaviour. Off-task behaviour has the
highest mean value among these three behaviours. Thus, the behaviour that is mostly
occurred among students was off-task behaviours.
Pearson correlation was used to determine whether there is significant relationship
between teachers’ classroom management strategies and student misbehaviour. Table 3
shows the correlation between teachers’ classroom management strategies and student
misbehaviours.
Table 4.3. Correlation between Teachers’ Classroom Management Strategies and Student
Misbehaviour
Variable 1 2 3 4 5 6 Mean
(SD)
1. Preventive 1 0.199** 0.307** -0.076 -0.106 -0.012 4.53
Control (0.476)
2. Supportive 1 0.591** 0.010 -0.023 -0.072 4.27
Control (0.583)
3. Corrective 1 -0.023 0.009 -0.008 4.14
Control (0.575)
4. Off-task 1 0.699** 0.473** 2.58
behaviour (0.686)
5. Disruptive 1 0.562** 2.25
behaviour (0.743)
6. Unruly 1 1.69
behaviour (0.630)
** Correlation is significant at the 0.01 level
According to the data presented in table 4.3, there was a negative weak correlation
between preventive control and off-task behaviour, disruptive behaviour and unruly
behaviour. There was a negative weak correlation between supportive control and
disruptive behaviour and unruly behaviour. There was a negative weak correlation
between corrective control and off-task behaviour and unruly behaviour. There was a

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negative weak correlation between all classroom management strategies and three student
misbehaviours but it is not significant.
Conclusion and Discussion

The research findings showed that the strategies that are being used by teachers were
preventive, supportive and corrective controls and the classroom management strategy
that is mostly used by teachers was preventive control. According to findings of open-
ended questions and interviews, most teachers set classroom rules and procedures and
told students clearly how to behave in the classroom from the beginning of the school
year. These findings supported the statement of Baron Eleaner. B. “By being aware of the
various causes of student misbehavior, teachers can begin to develop a comprehensive
classroom management plan with a focus on prevention”. There were no significant
differences in classroom management strategies of teachers grouped by school, position,
age and teaching services. Students sometimes misbehave off-task behaviours and seldom
misbehave disruptive and unruly behaviousr. The students of selected schools were more
likely to misbehave off-task behaviours. According to the findings and interviews,
misbehaviour that is mostly occurred concerning with off-task behaviours was lack of
homework and exercises.
There was a negative weak correlation between preventive control and off-task
behaviour, disruptive behaviour and unruly behaviour. The more the teachers use
preventive control, the less the student misbehaviours occur. It is in line with the findings
of Jacob Kounin “All the teacher behaviours identified by Kounin are preventive
strategies. Teachers exhibiting these behaviours have fewer discipline problems, because
they control the classroom in ways that do not allow problems to occur in the first place”.

Suggestions

All teachers should

 Create a classroom management plan with a focus on prevention. Classroom
management plan is where clear rules are set, class norms are developed,
expectations are stated, and consequences are defined.
 Examine environmental factors that might have contributed to the student
misbehaviour.
 Make sure that students understand what they did wrong, why it was wrong, and
what they should have done differently.

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  Use consequences consistently with the severity of the misbehaviour.
 Discuss with parents when correction needs to be repeated to improve students’
behaviour.
 Read books, magazines and journals related with classroom management to have
sound knowledge.

Need for further Study

This research will provide the foundation for further research concerning classroom
management strategies and student misbehaviours. It is still necessary to explore students’
perception on their teachers’ classroom management strategies. And it is also needed to
study “the causes of misbehaviors among students in Basic Education Schools”.
References
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Foundation, Bloomington, Ind. ISBN-0-87367-344-1,92.
Bear, G. G. (2001). Developing self-discipline and preventing and correcting
misbehavior. Boston: Allyn & Bacon
Charles, C. M. (1985). Building classroom discipline. New York; Longman.
Charles, C. M. 2008. Building classroom discipline (9th edition). Boston: Allyn & Bacon
Good, T. L. & Brophy, J. E. (1991). Looking in Classrooms. New York: Harper Collins.
Jones, V. F. & Jones, L. S. (2012). Comprehensive Classroom management, creating
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Pearson
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Lasley, T. (1987). Classroom Management: A Developmental View. The Educational
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McDaniel, T. M. (1986). “A Primer on Classroom Discipline: Principles, Old and New”
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Prevention First Organization. (2014). Classroom Management Strategies: Classroom
Management Resource Guide. Retrieved September 29, 2015 from
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