Positive Behavior Support Plan

By: Chase Kennedy

Observations have been conducted on a sixth grade student at Ridgely Middle School.
This particular student has an IEP which provides support for ADHD as well as specific
behavioral disorders. Medication that the student takes at the beginning of each day causes
extreme drowsiness and uncooperative behaviors, factors that will be taken into account for the
implementation of this PBSP.

Definition of Specific Behavior:

The students name is Target Student (A pseudo name is given to protect the students
identity). The target student calls out, or speaks out of turn, without raising his hand or asking
permission to do so numerous times throughout class. The target student suffers from impulse
control issues so he will often call out anything that comes into his mind (random ideas,
thoughts, and comments on things he sees). This problem transitions into another behavior in
which he will scream that he has to use the bathroom during the middle of class, over and over
again until he is excused to leave. Within a class period, this behavior (calling out of turn) is
exhibited anywhere from 8-20 times with a latency period of about 2-3 minutes. Each time this
behavior is displayed, the student misses important instruction and distracts the rest of the class
in such a way that they also miss valuable information. The random nature of the things that the

target student calls out antagonizes the other students in the class with and causes them to break
out into inappropriate discussion during a lesson.

Literature Review:

1. This paper discusses classroom management techniques and how they apply in different
settings across the globe. Teachers were asked how they use six different management
techniques such as discussion, hinting, involvement, recognition and reward, punishment,
aggression, and how often they use a range of coping behaviors. I have found in my own PBSP
that praising and rewarding positive behavior makes the difference in abolishing undesirable
conduct. In regards to management, the author states that the key to quelling disruptive
behavior, specifically calling out is Recognizing and rewarding the appropriate behavior of
individual students or the class (Romi, S., Ramon, L., & Joel, R. (2013). Classroom management
and teachers' coping strategies: Inside classrooms in Australia, China and
Israel. Prospects, 43(2), 215-231).
2. This article showcases a multi-tiered framework for RTI. It is designed to show special
educators how to evaluate classroom management methods as well as how to tackle challenging
behavior. The article shows how a three tiered model is developed and used for different
interventions and behavioral supports. They found, as did I in my support plan that positive
relationships with students was the first step to managing disruptive behavior and calling out in
the classroom setting. In Marzano and Marzanos (2003) meta-analysis of more than 100
studies, they found that teachers who had positive relationships with their students had 31%

fewer discipline problems and rule violations over the course of the year than teachers who did
not have positive relationships with their students (Sayeski, K., & Brown, M. (2014). Developing
a Classroom Management Plan Using a Tiered Approach. Teaching Exceptional Children, 47(2),
119-127).
3. Teachers need special skills in order to properly manage their classroom. This articles shows
the proper attributes needed to do so. Techniques such as attitude, a loving nature, knowledge
and resources, and appropriate style are all mentioned. The author supplies a set of ideas that
when applied to students, make this approach simple to handle in any classroom. One such
technique to handle disruptive behaviors and calling out in the classroom is modeling. "Not only
do good teachers tell students how to act, they demonstrate appropriate behavior in all their daily
routines and interactions (Manoah, S., & J., J. (2015). Formulas for Effective Teaching and
Classroom Management.Language In India, 15(2), 302-306).
4. A democratic environment is important in any behavior management plan, especially when it
comes to disruptive behavior. This article talks about the importance of a democratic
environment as well as its definition and applicable implementation in an appropriately managed
classroom. A research based study was conducted that tested the articles theories. In my own
plan, a democratic approach was taken with the target student so that he felt a sense of ownership
of his PBSP. This approach solidified a sense of value that came along with the consequences of
inappropriate remarks made in the middle of class as well as the rewards associated with
demonstrating the replacement behavior. The target students PBSP needed a democratic
background, one which requires these kinds of characteristics: (1) all students can express their
thoughts without fear (f=92, 47.4%), (2) teachers and students have an equal voice (f=71, 36.6%)
and (3) all thoughts are valued (f=67, 34.5%) (Senturk, L., & Oyman, N. (2014). Democratic

Classroom Management in Higher Education: A Qualitative Study. Educational Sciences:

Theory & Practice, 14(3), 940-945).
5. This article tackled behavior management issues that IT teachers have faced. The article
attempted to reveal underlying reasons for problem behavior as well as possible solutions. A
research based study was conducted and they found common themes behind discipline problems.
Their solutions to disruptive behavior, such as calling out, seemed to go hand-in-hand with the
findings of my own PBSP. Establishing clear and consistent rules, establishing behavior
activities that motivated the target student, and creating a cooperative environment were some of
the strategies the article and I shared. It stated that The discipline problems and misbehaviors
that teachers encountered in IT classes were mainly related to off-task behavior, (i.e. listening to
music, using MSN), noisy talking, walking aimlessly, and inappropriate use of classroom
materials. The possible reasons behind classroom management problems and students discipline
problems were (1) the nature and status of the course in the curriculum, (2) classroom
environment, (3) crowded classrooms and lack of software, (4) lack of rules, (5) home
environment and parents attitudes, (6) teachers' inefficiency in classroom management and (7)
students attitudes. The possible solutions to these problems proposed by the participants were (1)
increasing teachers' pedagogical and subject area knowledge, (2) re-framing the nature of IT
course in the curriculum, (3) using activities that facilitate motivation, (4) using software
programs that help control the wrong computer usage, (5) effective managing the IT class- 888
EDUCATIONAL SCIENCES: IT THEORY PRACTICEES, (6) giving punishment, (7) ignoring,
(8) investigating the reasons of the problem, (9) establishing rules, (10) contacting with parent
and (11) cooperating with other groups of teachers in the school (Erdogan, M., Engin, K.,
Gulcin, S., & Saltan, F. (2010). A Qualitative Study on Classroom Management and Classroom

Discipline Problems, Reasons, and Solutions: A Case of Information Technologies

Class. Educational Sciences: Theory and Practice, 10(2), 881-891).
Baseline Data Collection:

Baseline data was collected upon the student on two separate days (2/6/2015 and 2/7/2015) for
approximately forty-five minutes each. During each of these observations a specific behavior
emerged. The target student spoke up, out of turn, and without raising his hand 15-17 times in
the course of a period. Many of the things that he said were completely random and had nothing
to do with the class discussion. For example: at 8:31 he called out that he had to pee. At 8:33 he
called out that he was Iranian. At 8:36 he calls out while looking at the observer can I stay
with you forever. At 8:38 he calls out about the pen he is using, saying that it is cool and it
has multiple colors. At 8:40 he turns around to the observer and calls out that he needs to be
touched. And at 8:42 he calls out that he cant see and that he needs glasses. This list goes on
and on until the end of class. Many of the things that he said coincide with school records and
interviews with teachers. Information gathered indicates that the target student has/had an
extremely troubled and lonely home life. His parents both died when he was four in an apparent
drug overdose. Since then the target student has been in and out of institutions until he came to
Ridgely and the villa that he has come to reside at now. Throughout that time, the pattern has
emerged of a boy desperately searching for nurture and comfort. Records show an unhealthy
need to be touched and coddled. He substitutes teachers and professionals for parents, often
calling them mom and dad instead of their actual names. This directly coincides with the
baseline data collected in which the target student calls out to the observer asking can I stay
with you forever? and I just need to be touched (hugged). It can be concluded that because of

a lack of nurture at a very young age, the target student searches for it in any place that he can to
satisfy his desire for attention and to be loved. Coupled with his impulse control, this strong
desire manifests itself in the classroom as a constant need to be heard, touched, and liked by his
peers.

Hypothesis of Functional Intention:

Based on baseline data collection as well as additional observations, there are two specific
functions of the behavior. The first and most important function is avoidance. The student often

calls out the most when he is faced with classwork that offers some level of difficulty, when he is
called on to answer a question, and when he is tired and wishes to sleep (children are sent out of
the class for causing too much disruption and sent to a separate room. The target student calls
out the most when he wants to be sent to this room to sleep on the mats there). The second
function is attention. The target student enjoys the praise he receives from his peers when he
calls out of turn. Many of the students are ODD and revere students that they perceive are
challenging authority. This is not what the target student is ultimately doing but the response he
gets from his peers is exactly the response he is looking for. He perceives the laughter and
smiles he gets from the rest of the class to be a result of his cleverness. While this is not always
the case, this reaction only solidifies the need for attention that he desperately craves. The target
student also feels a desperate need to be heard by figures of authority, which he substitutes into a
parents role. In the students mind the attention he receives, be it positive or negative, is a sign
of love and solidity.

Replacement Behavior:

The target student will remain on task for ten minutes at a time and replace calling out with
raising his hand when he has something to contribute to the discussion at hand, using a writing
tool designed to improve handwriting and to jot down any thoughts not pertinent to the lesson,
or by using a visual cue developed by both student and teacher to gain the teachers attention and
elicit appropriate, non-disruptive conversation. This is a LANGUAGE class and the primary
discussion for each session will have something to do with the English language. The student

should be on task, paying attention to what is being taught and to any pertinent conversation that
has to do with the content. This behavior will be taught two days prior to the implementation of
this behavior plan. The student will be sat down by the teacher who will explain the behavior
plan to the student and model desired replacement behavior. The student will be shown the point
chart that will be used to keep track of undesirable and appropriate behavior. I will explain to the
student the distinction of each behavior. I will elucidate that the student should pay attention to
lessons, be respectful to teachers and peers, stay seated, and raise his hand when he has
something to say. I will also clarify that being rude or unkind to teachers or peers, getting out of
his seat without permission, sleeping or talking during a lesson, or calling out while peers or the
teacher is talking are all examples of inappropriate behavior. I will model each type of behavior
using specific actions I have witnessed the student use in the classroom. I will use this approach
the first and second day relying heavily on visual cues. The day that the behavior plan is first
implemented, I will pull the student aside before class and quickly explain the new system again.
I will continue to model my expectations throughout the course of the class and again at the very
end. This will continue for the first week. As the behavior plan continues to be implemented
and the point chart is solidified in the childs mind, teaching desirable and undesirable behavior
will be limited to explaining why points were taken away or given back to the child. The teacher
will know if the child has learned the replacement behavior from observations conducted in the
classroom setting, data collected over more than two weeks, and conferences had with the
student on his performance in the classroom in accordance with the behavior plan.

Positive Behavior Supports:

Support one- A behavior chart will be placed in front of the student as well as in front of the
entire class that utilizes the ten points students can acquire each mod that ultimately determines
if they will get to shop at the school store at the end of the week. These points also determine if
students can move up on a color coded contract system the school has already set in place as well
as how they will be treated at the treatment facility that most of the students retire too. Based on
the behavior of the student during class, points can be taken away. As class progresses and if
behavior improves, students can always earn back any points that they have lost. If students
receive eight or more points by the end of the mod, students will receive a treat in the form of
candy or gummies.
Support two- The student will be given a blank piece of paper and a marker to write on in the
beginning of class. When the student feels the need to call out something that does not have to
do with the instruction, the student is asked to write or draw what he has to say on his piece of
paper. Once he is done, he may raise his hand and the teacher will come to his desk and look at
what he has to say. If the student has written down multiple ideas during the class that the
teacher has seen, this will be weighed in how many points the student may earn back at the end
of the mod.
Support three- The student and teacher will develop a visual cue that shows the teacher that the
student is having impulse control issues and is in need of a ten minute break or conversation with
the teacher that will allow him to remain on task during class. This visual will involve the

student raising his hand and then pointing to his mouth. When this visual is used during class, its
employment will be a contributing factor in how many points the student may earn back at the
end of the mod.

Data Collection and Visual Representation:

Large scale behavior chart for whole class and target stud

Left: Data collection sheets for 13 days

Right: Writing tool for target student

Average Instances of Targeted Behavior Over a 50min Period

20
15
10
5
0
9:10-9:15

9:15-9:30
Targeted behavior before PBSP

9:30-9:45

9:45-10:00

Targeted behavior during PBSP

Percentage of Targeted Behavior Over Time In a 50min Period

Percentage of targeted behavior before PBSP

Percentage of targeted behavior after PBSP

Data Summary and Interpretation:

Summary:
Data from this behavior support plan was taken over a 13 day period. Data was collected
through the use of a point-based chart system as well as informal observations. Data for the
point record started on 2-11-15 from 9:10 through 10:00: The target student started off with a 10
and did not move from that spot. Notes indicate that he was cooperative and only tried to call
out once. Through the use of our visual cue, he quickly stopped what he was doing, pointed to
his mouth, and raised his hand, indicating that he needed to talk to the instructor. This visual was
used three times this day and he used his paper to write any thoughts that did not have to do with
the lesson.
2-18-15- 9:10 through 10:00: Data for the second day of this plan show that the student started
out with ten points and dropped to seven. The student called out three times and was out of his
seat as well. The student used the visual cue system five times and used his blank paper to write
or draw much of what he wanted to call out. The teacher came over to see what he had written
after the student indicated to do so six times. Through the use of the visual cue, as well as
writing down any inappropriate thoughts instead of calling them out, the student earned back two
points at the end of the lesson, putting him at nine points.
2-24-15- 9:10 through 10:00: Data for the third day of this plan shows that the student started out
with ten points and then dropped to eight. The student called out inappropriately twice and was
also out of his seat even when he was given instruction to sit back down. Once student did sit, he
whined and caused some commotion for about two minutes. The student calmed down when

more points were threatened and was reassured that if he made good choices for the rest of class,
he could earn most of his points back. The student then started to raise his hand when he had
something to say, use his writing paper to express any impertinent information during class
instruction, and used his visual cue once to gain the teachers attention. Factoring in this
information, the student earned a nine at the end of the mod.
2-25-15- 9:10 through 10:00: Data for the fourth day of this plan shows that the student started
out with ten points and then dropped to nine. The student called out once during class but was
otherwise exceptionally courteous and kind. He took it upon himself to help other students with
their work when they had trouble, while at the same time continued to remain on task. He used
his writing tool to express any thoughts that may not have been appropriate for class, and raised
his hand when he wanted me to look at what he had written. The student also used his visual cue
to signal he needed to converse with me during the end of the mod. Factoring this information,
the student recovered his lost point and earned a ten for the mod.
2-27-15- 9:10 through 10:00: Data for the fifth day of this plan shows that the student started out
with ten points and then dropped to nine. The student called out once during class but quickly
realized his mistake and for the rest of the mod used his writing tool as well as his visual cueing
system to alert the teacher to anything he might have to say that did not have to do with the
lesson. Factoring in this information, the student recovered his point and earned a ten by the end
of the mod.
3-9-15- 9:10 through 10:00: Data for the sixth day of this plan shows that the student started out
with ten points and then dropped to nine. The student called out during class once but quickly
pulled himself back into the lesson and started to raise his hand to contribute to the class
discussion. He used his writing tool to showcase anything he wanted to say that he deemed

inappropriate to call out during class. The student did not use any visual cues on this day.
Factoring in this information as well as student behavior throughout the mod, he recovered his
lost point and earned a ten by the end of the mod.
3-10-15 9:10 through 10:00: Data for the seventh day of this plan shows that the student started
out with ten points and remained at ten points throughout the entire mod. The student refrained
from calling out for the duration of the mod and while he did feel the need to use his writing tool
to get out any emotion that was threatening to bubble forth, he used it sparingly. The student
used his visual cue to get the teachers attention only once and it had to do with the topic of
discussion in the classroom.
3-18-15 9:10 through 10:00: Data for the eighth day of this plan shows that the student started
out with ten points and then dropped down to seven points. The student called out multiple times
during this class period. The student refused to work once he dropped to a seven but quickly
reigned in his negative behavior once he was reminded that he could earn points back by making
better choices. The student did not use his writing tool on this day but once he started to
participate he started using his visual cue to get the teachers attention on several occasions. The
information he wanted to discuss was 95% pertinent to the class discussion and any that wasnt
he quickly dismissed and apologized for. Factoring behavior and data for this day, the student
earned nine points by the end of the mod.
3-19-15 9:10 through 10:00: Data for the ninth day of this plan shows that the student started out
with ten points and then dropped to zero. The student was loud and disruptive the moment he
entered the classroom. Cueing did little to focus the student and he continued to be disruptive,
calling out repeatedly. The student managed to loose most of his points in the first fifteen
minutes of class. Once the student reached four points he proceeded to meltdown. The student

received a teacher directed ten in which he did not return to class for the remainder of the mod.
Factoring in data information, student behavior, and his lack of participation, the student
received zero points by the end of the mod.
3-25-15 9:10 through 10:00: Data for the tenth day of this plan shows that the student started out
with ten points and then dropped to eight. The student started out the class very disruptive and
called out multiple times. He lost two points in the first ten minutes. The student then changed
his behavior without any prompting from the teacher by raising his hand when he had something
to say, using his writing tool to showcase any inappropriate information he had to get out, and
using his visual cueing system to get the teachers attention when needed. This behavior
continued until the end of the mod. Factoring this information, the student earned nine points by
the end of the class.
3-26-15 9:10 through 10:00: Data for the eleventh day of this plan shows that the student started
out with ten points and then dropped to seven. The student started off the day well by raising his
hand to call out any relevant information during class. During the middle of the mod, students
became very excited and disruptive. The targeted student played into this behavior and this is
where he lost three points for calling out and making inappropriate remarks. Once he saw that
his actions caused him to loose points, he quickly changed his tactics, prompting everyone to be
quiet and then making positive choices for the rest of the mod. Visual cueing was utilized by the
student once at the end of the class to discuss his negative behavior and his writing tool was not
used at all. Factoring in data and behavior, the student earned nine points by the end of the mod.
3-29-15 9:10 through 10:00: Data for the twelfth day of this plan shows that the student started
out with ten points and remained there the entire class. The student was very quiet for the

majority of the class, adding to class discussions sparingly. He did not visual cue the teacher or
utilize his writing tool.
3-30-15 9:10 through 10:00: Data for the thirteenth day of this plan shows that the student
started out with ten points and then dropped to eight. The student made some inappropriate
remarks in the beginning of class which caused him to lose one point. When he was instructed to
pay attention he did so without resistance. During the middle of class he started to call out and
he lost one more point. From then on he used his visual cueing to get the teachers attention when
needed. This continued until the end of class. He did not use his writing tool but factoring in his
change of behavior he earned nine points by the end of the mod.
Interpretation: Based on data collected throughout the implementation of this plan, it can be
concluded that it was a success. Before the plan was implemented, the target student called out
inappropriately 80-90% of the mod. The student did not complete any classwork and instead
spent his time sleeping or talking. Teaching this plan to the student was done before it was
implemented, as well as every day that it was used. This ingrained the rules and expectations of
the PBSP so that they would not be forgotten. Once the PBSP was implemented, the students
outbursts decreased anywhere from 60-70%. The student became eager to please and became
very aware of how his actions resulted in negative consequences. Several times on days that data
was collected, once the student achieved below eight points, he quickly changed his behavior in
order to gain back any points he had lost. This greatly improved his targeted behavior but also
improved behavior problems that this plan was not designed for. The student refrained from
sleeping in class, bullying his peers, and completed the majority of his classwork directly due to
this PBSP. The visual aid was the most instrumental part of this plan. Often, the teacher would
just have to make a move towards the point chart in order for a negative behavior to be quelled.

The writing tool and visual cues allowed the student to express any remarks he may have had
that he was unable to deem appropriate. These allowed the student to express his thoughts in
written form, allowing him to practice his handwriting skills, as well as develop a relationship
with the teacher that further ingrained the importance of the behavior chart.
Important points to consider:
1. The PBSP was taught to the student before it was implemented and every day that it was
used so that the student would not forget what was expected of him and so its relevance
would not be lost.
2. Each time that a point was taken away from the student he was told why it was taken as
well as how he could earn it back in the future. Multiple instances in a mod were used to
remind the student what he was doing or not doing that would allow him to gain any
points back.
3. The time was taken to develop a meaningful relationship with the student that made the
teachers rules, goals, and objectives important to him due to the mutual respect they had
formed together.
4. The writing tool allowed the student to express any negative or disruptive comments he
may have had without calling out in class.
5. The visual cue that was developed by the teacher as well as by the student allowed for a
democratic outlet in which the student could express any negative or disruptive behavior
when he did not feel like writing.
6. The behavior chart was given specifically to the student as well as one made for the
whole class so that the targeted student would not feel singled out.

Reflection:

-I enjoyed this project more than I have many others. It is one thing to hear about managing a
classroom and another to actually do it. I had all these ideas about how to get control of all the
negative behaviors in my classroom but lacked the confidence to maintain an appropriate level of
dominance. One thing that I attribute my success in regards to my PBSP was the time I took to
develop a relationship with the targeted student. I knew that the plan was doomed to fail if there
wasnt an appropriate connection. In the weeks before the plans implementation, I took the time
to get to know the student and to become an important part of his life at Ridgely. Once mutual
respect was developed I showed the targeted student how he could lose it. By this point the
thought of disappointing me provoked such strong emotion in the student that certain negative
behaviors became a rarity in my presence. I started off the plan by teaching it in a way that the
targeted student could understand; frequently and consistently. Once the relationship was
developed I attempted to tackle the targeted negative behavior. I made sure to clarify what the
targeted behavior was and how it would not be tolerated. I then taught the student replacement
behaviors before, during, and after the plan was implemented each day. Throughout the class
period, when the student would display the targeted or any other inappropriate behavior, I made
sure to clearly define what it was, and how he could correct it before I took any points away from
his behavior chart. The student has an aggressive form of ADHD and in order for the
information to stick in his mind, it must be consistently explained time and again. I think I was
able to do this very well and it was only after a short time that the student could recognize the
inappropriate targeted behavior and replace it with something positive. It was not long before
every one of his negative behaviors was dealt with by the behavior chart. The targeted student
refrained from sleeping in class, whining about classwork, taking many ten minute breaks during

class, and even being cruel to his peers. I am especially proud of the tools that I provided for my
targeted student that he could use to replace calling out in the middle of class. The writing tool
that I supplied to him before each class not only allowed the student to express himself when he
couldnt hold back his thoughts, but also tackled the problem of his messy handwriting. It gave
him opportunities to practice writing neatly, especially since the student wanted me to read what
he wrote and was disappointed when I told him that I couldnt and he would have to write what
he wanted to say a bit neater. This tool also allowed me to get to know the targeted student better
and develop a more meaningful connection with him. The visual cue that we developed together
was a backup for when writing his thoughts was not enough and he had to speak out loud. It
permitted him to appropriately gain my attention so that I would come over to his desk and talk
to him about whatever was on his mind without causing a disruption. This also allowed me to
refocus him when he was off task. Over the many weeks that this plan was implemented, it
changed the students behavior for the better. I saw marked improvement in the completion of his
classwork as well as information learned during class discussions.
-After careful reflection, I believe that this PBSP has allowed me to grow not only as a teacher
but also as a specialist in behavior management. Dealing with BLS students has allowed my
confidence in reference to positive discipline to grow exponentially. Consistency is one of the
most important parts of a managed classroom. As a teacher, one must clearly define rules and
objectives as well as punishments and incentives appropriate for them. Once they have been
clearly defined and taught, they must be followed. This was the key to my own success in
developing an appropriately managed classroom. I made sure to identify my expectations for the
targeted student and reminded him daily of those expectations as well as the consequences if he
choose not to adhere to them. Something else this plan helped to solidify in my mind is the

importance of appropriate levels of dominance in the classroom. As my confidence grew, so did

the power and influence I had over my students. I was able to provide guidance and a strong
sense of purpose in regards to behavior and academics. A more permissive approach seems to
confuse the dynamics of the classroom. In accordance with this train of thought, the ability to
exhibit assertive behavior in a classroom can also help to manage destructive actions. By
maintaining an erect posture, and facing the offending student, using an appropriate tone of
voice, and persisting until the student responds with the appropriate behavior, I was able to exert
control over my classroom. Most important though, was the relationship that must be developed
with the targeted student and how it will develop a mutual respect, one that aides in developing
appropriate levels of cooperation in the classroom.
-My original disposition in regards to classroom management was one where professionalism
and dominance did not play a key role in behavior management. By the time that this project
was completed, I had changed my mind drastically on this topic. I believed that to dominate was
to frighten children into doing what was expected of them. I thought that it meant being
menacing and unapproachable. What I learned was that this idea was not what being dominant
and in control means in a classroom setting. I learned that teachers could exhibit appropriate
dominance by establishing clear behavior expectations, learning goals, and assertive behavior.
-In order for this PBSP to be maintained and generalized for this student in the future, I have
used the same behavior chart in this plan to create a similar one on a larger scale to be used by
the class as a whole. I have educated teachers on how to use it and which students would benefit
most from it, including the targeted student.
-If I were to change two things about the implementation of this plan I would first have decided
to give points back to students at the end of each lesson instead of in the middle of it so as not to

distract their attention from any discussions we may be having. The last thing I would change
would be to start the plan earlier and chart its progress from the beginning of the year to the end
so as to show more concrete data.

Works Cited:
Erdogan, M., Kursun, E., Sisman, G. T., Saltan, F., Gok, A., & Yildiz, I. (2010). A
Qualitative Study on Classroom Management and Classroom Discipline
Problems, Reasons, and Solutions: A Case of Information Technologies
Class. Educational Sciences: Theory And Practice, 10(2), 881-891.

Romi, S., Lewis, R., & Roache, J. (2013). Classroom management and teachers'
coping strategies: Inside classrooms in Australia, China and Israel. Prospects
(00331538), 43(2), 215-231. doi:10.1007/s11125-013-9271-0

Sayeski, K. L., & Brown, M. R. (2014). Developing a Classroom Management Plan

Using a Tiered Approach. Teaching Exceptional Children, 47(2), 119-127.
doi:10.1177/0040059914553208

Sunil Manoah, J. J. (2015). Formulas for Effective Teaching and Classroom

Management. Language In India, 15(2), 302-306.

ENTRK, ., & OYMAN, N. (2014). Democratic Classroom Management in Higher

Education: A Qualitative Study. Educational Sciences: Theory &
Practice, 14(3), 940-945. doi:10.12738/estp.2014.3.1880