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'The most common cause for the right if if just hang out and work in my lips yasmine if you notice that the change I mis know that it's the chil were two of this A teacher should keep records, even on a simple piece of paper, of anecdotal notes with dates and behaviors."

Annotated Bibliography of Sources

Alvarez, Heather K. (2007).  The impact of teacher preparation on responses to student aggression in the classroom.  Teaching and Teacher Education, 23(7), 1113-1126. Retrieved from: http://www.sciencedirect.com.eres.library.manoa.hawaii.edu/
     The study by a university psychologist involves the effectiveness of teacher training and teacher responses to student aggression.  A sample of 121 teachers in 11 public schools throughout southwest Virginia were studied.  Data was gathered regarding the teachers' training in emotional disabilities, and their emotional and physical responses to scenarios of student misbehavior presented to them by the researcher.  The issues of student aggression and impact on the child and the classroom, as well as the teacher's career were addressed.  Research has shown aggressive behavior seriously affects the aggressive child's learning, and that 11% - 61% of these children have learning disabilities.  When they are disciplined with detention or removal from school, they fall further behind.
     Moreover, student discipline issues are cited as the main reason for teacher 'stress and burnout.'  Aggressive children are viewed more negatively than children with other problems, and interactions or techniques used with them were more coercive than with other classroom management issues.  The study noted results of less stress, helplessness, and feelings of anger or offence among teachers with training in a emotional disabilities (ED) and aggression.  Those without training reported stress levels nearly twice as high, greater irritation and much greater feelings of helplessness.  Proposed management techniques by both groups of teachers did not vary greatly: an explanation of rules, support, punishment, threats, and referral to counseling or suggestions, in that order of preference.

Canter, Lee (2001). Assertive Discipline. Bloomington, IN: Solution Tree Press.
     This "take charge" perennial text seeks to empower or improve the discipline in classrooms.  It is very straightforward in its philosophy.  Teachers must be the power, not the students.  Due to different teacher personalities, various difficulties arise in many classrooms.  Canter supplies ways to recognize the roadblocks to teachers taking charge, and creating positive environments.  Central to a solution in each classroom is a systematic accounting of necessary limits, consequences, and clear communication with the students regarding behavior.  The importance of consistency, not hostility, is emphasized.
     The author provides clear examples of non-assertive responses, hostile responses, and correct assertive responses, with clear reasoning.  This is likely why the book has gone through many many printings and is included in teacher education and licensing exam study books.  Canter's messages are always understandable and logical.  He advocates the persistent use of consequences, and that students must work.  Serious behavior issues are included: consequences such as being tape-recorded, being excluded from school (with the cooperation of principals and parents) , and more are detailed.  These are bolstered with real life examples of their success.  To further assist the teacher, assertive discipline plans, worksheets, and details such as how to ask for help are included.  The power of the teacher's influence and responsibility are central to assertive discipline.

Dultz, Ron (1998).  Educating the Entire Person.  Reseda, CA: Dultz Publishing. 
     This work explores the proper nurturance of the qualities and capabilities of students for successful independent living.  Mandatory discipline and indoctrination, because they eschew reason and logic as a means for a student to form their own self-discipline and knowledge, are viewed as creating a ‘fanatical and prejudiced mind.’  The author holds a strong view of discipline, in short: don’t require students to study.  Students ‘should resist doing tasks and study’ which keep them from exploring subjects at a level more suitable to their abilities.
     A proper needs and abilities inventory is thus required of the education establishment regarding each student, so instruction may be at the proper level of difficulty and interest.  The requirements of the state and local school board are to be avoided, the author holds, even if this jeopardizes the employment of the teacher.  It is a higher purpose to assist students where their nature takes them, and to prepare them for life outside of the educational system.  Students should have ‘no limits.. on what.. and how they are to learn..’ and moreover must be ‘given credit for fine sensibilities..’ regarding their chosen subjects of study or lack thereof.  Regarding discipline, education should be free of mandatory learning, reprimand, or punishment.

Fox, Robert, Luszki, Margaret, and Schmuck, Richard (1981).  Diagnosing Classroom Learning Environments.  Chicago: Science Research Associates, Inc. 
     With data gathered from several hundred classrooms, this text includes sections on diagnosing negative influences among students, which may be more traditional to more recent work regarding classroom discipline and management.  The work includes diagnostic tools and forms for dealing with classroom social structures, and was created for the teacher ‘..who wants to keep abreast of the new knowledge in the behavioral sciences and utilize it to improve his teaching techniques and professional effectiveness..’.  Central to this is the focus on interpersonal relations and/or status and the effects on students learning subject material.
     Diagnostic forms and questionnaires in this text may assist educators to identify possible disruptive class leaders (students) and conference with school counselors about them.  Possible constructive class leaders may also be identified.  The forms or tools include sentence completions for students, rating influence of peers, and more.  On the teacher’s side, forms include self-rating of proportionate use of praise and criticism, interaction analysis, and social control checklists.  The authors emphasize that a teacher may want to appear positive and cheerful, but is perceived by students as unhappy and negative, thus discouraging them from pro-learning behaviors and from enjoying the educational endeavor.

French, Michael P., and Andretti, Ann P. (1995).  Attention Deficit and Reading Instruction. Phi Delta Kappa Educational Foundation Fastback Anthology.   Ed. Donald R. Walling.  Bloomington, Ind.: Phi Delta Kappa Ed. Foundation.    
     This work regards students with attention deficit disorder (ADD) which may be found at a rate as high as 20% in our classrooms.  As it is important to differentiate among various types of students and properly assess and assist them, this text highlights typical behaviors and useful responses from a standpoint of teaching reading.  Included are profiles of typical students with this disorder, who manifest inability to focus and maintain their attention, and their resulting difficulties (and troubles caused to others).  Some ADD students may have high comprehension, yet poor letter recognition and word attack and other abilities needed for basic competency with literature.  The use of methylfenadate (Ritalin) is considered as well as the intervention by family Physicians. 
     Although this medical response to student behavior reduces the role of the educator, there are very strong arguments to support a position that not all student behavior can be handled in the classroom.  Yet there's still is the role the teacher will play.  The authors provide many recommendations to accommodate and assist ADD students.  Examples of what a teacher can do to assist include: allowing students to exhibit their exceptionally energetic body movement, discussing their lack of focus in private, and avoiding calling out to the class when the students are involved in individual seatwork.  On the non-medical side of the issue lies the fact that many students are seen to grow out of their energetic stages and become focused students and athletes with exceptional abilities.

Hannaford, Carla (2005). Smart Moves. Arlington, VA: Great Ocean Publishers.
     This classic of mind and body unity by neurophysiologist Hannaford tells us why children must move, and the benefits to the gifted and learning disabled alike.  Appropriately numbered chapter 13 addresses Miseducation and the Labeling Game.  The stresses and pressures of school itself are explained to bring about poor academic performance and misbehavior.  The resulting troubles with self-esteem and peer influence set off 'a vicious cycle that sends grades spiraling downward.’  Professor Hannaford recommends the elimination of stress by valuing in supporting students, with differentiation for learning styles and preferences of certain tasks.  Less stressful situations allow for greater flexibility in learning styles of the students. 
     The learning styles or learning profiles of various types of people are explained here, as well as how to distinguish them.  For example visually limited learners may 'close their eyes or look away to concentrate on information they really want to learn or express.' While learners with limited auditory ability may 'tune out when people talk too much, as in lectures.'
     A significant finding in Hannaford's research (some of which was done in Hawai'i) was the dominance of Gestalt processors with sensory limitations among special education/learning disabled students.  Yet Hannaford finds these learners are suffering from stress due to the learning environment, which is dominated by the left brain visual and sensory learning and instruction.  There is strong discrimination against kinesthetic/Gestalt learners!  Albert Einstein was likely a Gestalt learner, and his academic failures are 'legendary.'  Educators must encourage holistic, intuitive, and image-based thinking, to avoid our students from judging themselves as worthless, and acting out against the system.

Kohn, Alfie (1993). Punished by Rewards.  Boston, New York.  Houghton Mifflin.
     This thoroughly-researched modern classic regarding discipline and motivation squarely argues against supposed benefits of behaviorism and the reward/punishment/grading employed in many classrooms.  Even the strait-A student is brought under the microscope to reveal hidden pitfalls to our grade-driven systems.  Kohn asks such central questions as "Need we grade?" and does not fear examining long held policies.  His central answer is said grading, rewards, or the carrot-and-stick approach generally backfires.  It cannot make poor students into good ones.  In fact, the author maintains most grades fail even to take into account students’ performance capabilities useful for future employment.  The main use grades, rewards and so on provide is a way for administrators to sort children, so they "..can rarely escape."
     Kohn cites numerous examples of children toiling from childhood in search of a higher grade, lacking creativity and following standards to get into the better school, the better college, the better appointment, and so on, without any idea there is anything else to pursue.  The proposed solution is to de-grade, remove rewards, for parents to ask about feelings and interests rather than grades, rewards and so on.  Even praise is criticized, though guidelines for proper praise are given.  We need to prevent the current practices that lead to student dependence on constant feedback that implies they are "..not people of worth, and certainly not individuals capable of regulating their own behavior." Even Assertive Discipline is judged to be ineffective, though it did succeed in keeping classroom order, because it failed to help children become reflective, compassionate people.  Regarding punishment, the author views it as deficient because it doesn't even teach what not to do, or the reason not to do it.  It lacks the establishment of caring relationships and instead uses power to control people, he asserts.  More important is to pay attention not to what children do, but why they do it, what kind of person do the children want to be, what kind of community do they want, and ultimately to have children pose these important questions themselves.

Kozol, Jonathon (2007). Letters to a Young Teacher.  New York, Crown Publishing, Inc.
     This recent book by a perennial author of On Being a Teacher, The Shame of a Nation, and other works, is a retrospective of educational mistakes in pedagogy, resistance to damaging public policy and practices, and more.  The author views problems in the classroom as rising not from students, even teachers, but from a 'distant kingdom of intimidation and abstraction--lists of..' performance standards, mandates, sanctions and incentives.  The state and its requirements, that corporations and the community see their pupils as mere economic units, disregarding inherent value.  Imposing these strictures on the student with unvarying discipline is a grave error.
     The bullying evidenced in recent productivity and numbers ‘specialists’ and resulting damage in the classroom, especially upon the poor, who are viewed as low in value, is brought to light.  Those promoting rigid school policy are thought to be 'grim-natured' people who would make poor teachers, as they are lacking ‘lovable personalities.’  The long-forgotten experience with the children's realities, tears, broken pencils and so on causes great misguidance.
     Positive examples of educational leadership are given (that do not deny the need for strict discipline), to promote the human connection and need to be relaxed and open with children.  A principle that can come into a classroom where music is playing and dance with a teacher pleases the students, enhances humanity in education.  Lists of such things as 44 official sentences, six traits of effective writing, labeling of children as developmentally delayed, and so on shows us ignoring the endless intellectual variation of subjects and the individual.  The teacher needs more patience, not more patients, to avoid institutional violence and neglect of our youth.  To protect our students is of high importance--the importance of the teacher in the classroom cannot be underestimated and the work should not be a painful sacrifice--but insisted an act of 'stalwart celebration.'

Riak, Jordan (2007).  Plain Talk About Spanking.  Alamo, CA: Parents and Teachers Against Violence in Education.
     The author centers on advocating violence-free interactions with children.  It details how good advice and example have been ignored with negative consequences to humanity that are both horrendous and incalculable.  Disciplinary corporal punishment in the United States is still legal in at least 22 states.  It most often involves paddling students, forced exercise, and other punishments.  Always this type of punishment is called 'in the children's best interests.'  Yet the schools that are most punitive do not have the best behaved students, nor academic outcomes.  Teachers colleges do not teach paddling.
     Students subjected to physical danger react with anger and retaliation.  They also act out in other ways, perhaps a bullying or abuse of others or animals.  Even cults and terrorists have their roots in physical punishment.  Stress caused by pain and fear during critical growth periods effects that brain and can produce lifelong 'and irreversible abnormalities.'  Various experts are cited, from family researchers, parenting experts, anthropologists and others.  No cogent argument can be made to support physical pain and fear inflicted upon children by those bigger and stronger, but surely not as wise.

Stoops, Emory, and King-Stoops, Joyce (1995). Discipline or Disaster?  Phi Delta Kappa Educational Foundation Fastback Anthology.  Bloomington, Ind.: Phi Delta Kappa Ed. Foundation.

     This survey regards the basis for discipline, and the different types, sources, and needs for discipline. Educators must move their students forward into self-discipline and realize that discipline and punishment are different. The authors discuss and provides examples of discipline guidelines for the school district, school, and classroom levels.  They include general tips on classroom control, and problem types or situations and how to handle them.  Prevention of disaster in the classroom and on the playground are outlined.  The authors point out the sad fact that law and order and security are in decline in our society, and that those responsible were recently in our schools.
     Interestingly, the guilt and responsibility of negligent parents and our increasing population density are not ignored.  The one guiding principle for behavior on campus should be "does this behavior interfere with the school program?"  This view gives freedom to student self-expression and so is not overly restrictive.  In cases of criminal or civil violations, educators are advised to call upon administrators and proper authorities, and not to take the law into their own hands.  Teachers are guided to be proactive rather than intimidating, keep rules to a minimum, and start with constructive 'activities that lead to better intellectual, emotional, physical, and social experience for individuals and groups.'  For example, athletic events, Scout activities, music programs, excursions and field trips, after school clubs, and so on.

Wolfgang, Charles H., and Glickman, Carl D. (1986).  Solving Discipline Problems.  Newton, MA: Allyn and Bacon, Inc.
   This text addresses the breaking point in the classroom which appears much more prevalent today than in the past.  As an increasing focus is put on student autonomy the teacher has the never-ending task of reining in behavior while maintaining it should not be restrained.  A variety of models in theory from educational theorists such as Thomas Gordon, Berne, and Harris are included as well as Rudolph Dreiker’s Social Model, The Reality Model of William Glasser, and more are put forth.  Behavior modification, assertiveness, punishment, listening and supportive behavior by the teacher, and even corporal punishment are addressed.  Beyond the models the authors promote the need for independent professional decisions by the teacher.  They discuss the reality that decision making is highly influenced by the identity of the educator and will result in an eclectic approach.  Yet and orderly plan is still necessary whether the teacher behavior is confronting and contracting or isolation or many other choices, with emphasis on explicit classroom management and expectations.
  The degrees of crisis and decision making based on the type of students' antisocial behaviors are detailed.  It is important for the educator to understand the initial years of social development, the students ability for rational and moral progression and regression, and the class as a social event.  The team process of education rescues the teacher and student as discipline is not to be handled wholly in the classroom, nor is blame placed squarely on the student.  Prevention and hope for a better tomorrow are the final themes, as Kounin's With-It-Ness and Overlapping, as well at detailed insights from Evertson and Emmer regarding procedures in the elementary grades are presented.
 

Wong, Harry K., & Wong, Rosemary T. (1991). The First Days of School.  Sunnyvale, CA: Harry K. Wong Publications.
     This encouraging text by an author who also creates videos and tapes, all self-published, is widely available and full of techniques for newer teachers and veterans.  This book focuses on setting up the classroom and preparation for the early days in school, yet also covers classroom management thoroughly.  For example: procedures, seating charts, rules (from district to specific), bulletin board guidelines--nearly everything.  Very similar to assertive discipline, consequences and rewards are recommended and explained.  The idea is to plan your work, and 'work that plan.'  The importance of a task oriented environment is emphasized.  When it comes to consequences and rewards, this text provides a listing of student actions, reasonable consequences, and unreasonable ones.  This can be useful to keep oneself in check.  Getting students on task:   The teacher stare, smile, whisper--these are techniques to practice in the mirror 'over and over' to communicate to students.
     Moderation in rewards is recommended, as the authors call out that "..the time has come in education when the wholesale bribery system of giving out endless supplies of stickers, candies, and other tangibles has got to come to a halt."  The solution is random timing, or extremely intermittent timing (for example every nine weeks) of rewards, except praise.  The ultimate reward suggested is "..an enjoyable, interesting, and challenging class." Quite different from other theorists, 'competitive rewards' are suggested in contests between best attendance, behavior, assignment completion, etc.  If also done intermittently, these ideas may be effective rather than deflating to student egos.  After all, they send the message that these things (homework, attendance..) matter.  That's a good thing.

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