Abigail Franks

Mr. White
CP English 12, Period 4
7 October 2106
Senior Project Research Paper
For teachers everywhere, one of the biggest challenges they face in the classroom is poor
student behavior, and how to deal with this type of insubordination in a constructive way. I
struggle with the same kind of challenges working on my senior project; Im choreographing a
vocal medley for my choir class that theyre set to perform in the Santa Susana Fall Vocal
Concert. One of my biggest fears is that the poor behavior of my peers during class will inhibit
the medley from being performed to its full potential, and Im nervous about how much they will
respect and take direction from me. So, I wanted to know how to deal with insubordination in a
constructive way. I started by researching common behavior problems found within students, and
what provokes kids to act out during class. I then looked at the different methods educators use
to discipline their students, and ways to prevent poor behavior within a classroom. I also studied
various methods educators use to prevent bad behavior in the classroom other than directly
disciplining the student. I found within my research that positive motivation, along with a duel
respect between students and teachers.
Poor student behavior is commonplace, to some extent, in almost every classroom. It is
defined as an act that directly interferes with the ability of the instructor to teach or the ability of
other students to benefit from the classroom experience (Geril, 2015), which essentially equates
to two things: disrespect towards the teacher, and the distraction of classmates. There are many
different types of bad behavior, but they can all be broken down into broader categories, as

multiple research sources have suggested. Sorcinelli categorizes classroom insubordination as

immature behaviors, inattentive behaviors, and miscellaneous (1994). An immature behavior
usually creates disturbances and distractions, such as talking or texting during class, where as
inattentive behaviors can consist of excessive tardiness, or refusal to complete assignments. All
of these behaviors either display disrespect towards the teacher, distract other students, or do
both at the same time. However, many educators have engineered methods to solve these
behavior issues within students.
Classroom management is key to maintaining discipline among students, along with how
well teachers are able to deal with conflict directly. Florence (2014) stresses the importance of
this management, as she claims it boosts student morale, engages students, and helps to keep the
class prepared. The point she drives home is to keep students happy, because happy students lead
to a happy classroom. Teachers can do this through not only their interactions with students, but
with how they operate their classrooms as well. By keeping the class interested, having a good
sense of humor, giving constant student opportunities, and practicing fairness, educators develop
a more positive environment within classrooms (Florence). Effective classroom discipline is also
determined by how teachers solve solve conflict directly with students. For every type of poor
behavior, there are different options in which teachers can address and remedy it. Some popular
methods of conflict resolution are for teachers to exercise their authority calmly with a simple
statement of disapproval, causing minimal distress for students and themselves. Redirecting
student energy to focus not on the behavior, but rather on their task at hand, is another method
along with asking the student to check their own behavior and focusing on how to prevent the
conflict from happening next time (Meril 1995). 1 also highly recommends using positive
reinforcement to discipline students, instead of threatening them. This offers more desirable

effects for their actions, rather than consequences. But more importantly, effective classroom
management and disciplines begins before the poor behavior even occurs.
Positivity within is a classroom is the most important factor in having a successful
learning environment. Student motivation is the driving force behind success in a classroom;
students purpose for a task at hand, paired with how successful they believe they will be at it,
determines the level of the students success (Mekiva, 2003). Students can be motivated
intrinsically, which means they receive internal benefits from completing a task, and is longlasting and self motivating. It also promotes student learning by focusing not on rewards or
consequences, but rather on the subject itself. Students can also be motivated extrinsically, which
means they receive rewards or consequences for how well they complete a task. This method of
motivation produces behavior changes quicker than by using intrinsic motivation, but has been
proven to have some negative effects, because the students dont have to be genuinely interested
in what they are doing (Matt and Dale, 2002). But regardless of what type of motivation teachers
use on students, there must be one present.
The way teachers set up their classrooms also affect the levels of positivity and
motivations within students. Teachers must provide students with a clear example of classroom
expectations, and set clear standards for their kids, communicating an expectation for success
(Mekiva, 2003). That way, the students know that if they choose to break any of their teachers
rules, there will be consequences that follow. Teachers should also make sure to educate with
enthusiasm so to exemplify the level of interest that their students should have, according to
(Delong, Matt and Winter, Dale; 2002). Its also important that teachers set realistic goals for
their students, and provide both praise and constructive criticism, as well as provide timely
feedback. The individual relationship a teacher has with each of their students is important as

well. There should be a mutual respect between teachers and students, as it is essential to a well
functioning classroom dynamic. Along with that dynamic, teachers should set high performance
standards for their students (Jones, Vernon F., and Louise Jones;1998). Students should meet
their teachers behavior by coming to class prepared, also enthusiastic, and minimize the
distractions that they make during class. When all of these elements of positivity and discipline
fall into place, the ideal classroom environment is created.
My research has allowed me to develop a deeper understanding of what good classroom
discipline and structure looks like. Ive learned that providing students with a positive classroom
environment, as well as being able to give kids constructive criticism, is key to developing a
good student teacher relationship. Additionally, knowing how to discipline students effectively is
crucial to maintaining a quality classroom environment. I feel that knowing this information now
will make my senior project a successful one.