Teaching Defiant Students

Paper Summary:

In this article, the writer examines successful working scenarios that keep defiant students in the classroom and cause them to be a positive element in the classroom. The writer notes that classroom discipline is reported to be the number one concern of Americans regarding the public school system. The opinions are wide and varied. This paper examines how to create and maintain student discipline with emphasis on the defiant student. The writer concludes that reinforcement of positive behavior is critical while ignoring negative behavior is best practice. Further, the writer maintains that the student who is disruptive is many times attention-seeking therefore ignoring the 'bad' behavior while commending 'good' behavior is effective in making behavioral changes possible for the defiant child in the classroom.

Outline:
Chapter One
Research Question
Purpose of Study
Background
Statement of Problem
Significance of Study
Research Question
Definitions
Chapter Two
Historical Overview
Figure 1
Figure 2
Current Findings
Rules
Consequences and Rewards
Summary of Literature Review
Chapter Three
Classroom Application
Methodology
Bibliography

From the Paper:

"It is shown in Figure 1 that the manifestation of the behaviors is different with different ages. Generally children will lessen in deviancy of behavior, reach a plateau or reverse to a level that is less serious in nature. In order that the child effectively counter development of behavior that is disruptive the child must acquire several different pro-social developmental tasks. The first of these the child must learn is to solve interpersonal problems without aggression either verbally or physically. Secondly the child must master the developmental task of being honest and learning to respect the property of others."
"A model for the developmental pathways in disruptive and delinquent behavior was developed by Loeber and Scaling (1985) in their meta-analysis of 28 studies of disruptive child behaviors which were rated by parents and teachers. Three ratings of disruptive behavior exist in this model with overt behavior on one pole and covert behavior on the other and disobedience placed precisely in the middle of the scale."

Sample of Sources Used:

• Wells, Ruth (nd) Terrific Tools for Oppositional-Defiant (ODD) Youth and Children. Education Articles. Online available at: http://www.edarticle.com/special-education/ODD/terrific-tools-for-oppositional-defiant-odd-youth-and-children.html. (accessed 12-26-2006)
• Basic Dimension of Disruptive and Juvenile Delinquent Behavior (nd) Online available at: http://www.ncjrs.gov/html/ojjdp/jjbul9712-2/jjb1297c.html.
• Kelley, Barbara Tatem; Loeber, Rolf; Keenan, Kate; and DeLamatre, Mary (1997) Developmental Pathways in Boys' Disruptive and Delinquent Behavior. Juvenile Justice Bulletin. December 1997. Online available at: http://www.ncjrs.gov/html/ojjdp/jjbul9712-2/jjb1297.html#contents.
• Davies, Leah M.Ed. (nd) Helping Children Cope with Anger. Online available at: http://www.kellybear.com/TeacherArticles/TeacherTip4.html
• Chan, David V. (1996) Understanding and Managing Student Problem Behaviors in Schools: An Integrative Approach. Education Journal Vol.24, No.2 Winter 1996. The Chinese University of Hong Kong 1996. Online available at: http://sunzi1.lib.hku/hkjo/view/33/3300612.pdf.

More papers on Teaching Defiant Students:

• Term Paper # 93506 : "Teaching ESL Students"
• Analytical Essay # 123402 : "Teaching Autistic Students"
• Admission Essay # 101579 : "Teaching Special Students"

APA Citation:

MLA Citation: