Links to outside resources
The Bible describes methods of physical deterrents in the upbringing and training of young individuals. When used appropriately, these methods have been proven to be highly effective.
Buck (2023) reaches into the hearts of all educators who are on the front lines dealing with rebellious, robust, and revolting actions of disruptive behaviors from disrespectful students. The commentary highlighted flaws in education administration.
Cumming et al. (2023), in their synopsis of the growing problem of the disruptive student, present a cognitive analysis of handling this issue. Contrary to many behavior scientists relying on cause-and-effect maintenance, this study reviews cognitive triggers and observations to determine appropriate actions.
Costello (2022) presents a classic montage of strategies and analytical protocols for dealing with the most dramatic action in teaching, which is the disruptive student. Understanding that behavior manifests itself in various forms, the perplexing nature of each student cannot be assumed to be one unified body of actions. Once these factors are determined, a clear and consistent pattern of corrective measures must be implemented.
These methods emphasize the slow methodical application of tactics that shape and alter the behavior that eventually yields a healthy and productive (Crop) student.
Caldarella et al. (2021) present a study that nullifies conceptual strength in educators or instructs in classroom reprimands. The data supports the contention that there may be short-term relief from disruptive behavior in the classroom. Still, the effectiveness of reprimands is limited and not effective in the long term.
The African American community has imposed upon it harsh adverse activities to produce a response for study. The researchers observed reactions that create a disgruntled individual who succumbs to abnormal behavior while others within the group overcame the adversity and forged forward with more optimist behavior. Deluca et al. (2024) heavily weigh the research with environmental observations that determine choices made by these groups affected by adverse conditions.
Felver and Singh (2023) produced a work addressing this growing difficulty in modern classrooms worldwide. In their work, the disruptive student must be taught mechanisms of control, such as breathing techniques to handle moments of frustration and stress. The routines of techniques and the observation of their application for the disruptive student must be an integral part of the student’s lifestyle in and out of the school’s operating time.
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