Chapter II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter concentrates on data and related research intended to help people

locate relevant information connected to the system being proposed.

Related Literature

According to Porter (2014), The role of teachers’ communication in classroom

behavior management has been repeatedly emphasized. Communication skills to respond

to student behavior are considered an integral and crucial part of classroom management

skills. Fogelgarn et al. (2020) emphasize that the way teachers talk to students directly

impacts student behavior, teacher-student relationships, student autonomy, and classroom

climate. The current study addresses the crucial communication skills teachers need for

effective behavior management. Specifically, it focuses on behavior management

communication strategies or practices, which are teachers’ specific responses to student

behavior. These responses include both verbal also non-verbal behaviors such as

gestures, voice tone, eye contact, or body posture for they are inevitably tied to teachers’

communication practices in the classroom (LaBelle et al., 2016).

This passage highlights the critical role of teacher communication in effective

classroom behavior management. It emphasizes that how teachers communicate with

students directly influences student behavior, the quality of teacher-student relationships,

student autonomy, and the overall classroom climate. The authors cite several

researchers, including Porter (2014) who all underscore the importance of

communication skills as a fundamental component of effective classroom management.

They argue that teachers need to possess a repertoire of communication strategies to

respond effectively to student behavior. The passage further emphasizes that these

communication strategies encompass both verbal and nonverbal behaviors. While verbal

communication, such as the words teachers use and the tone of their voice, is crucial,

nonverbal cues like gestures, eye contact, and body posture also play a significant role in

shaping student perceptions and interactions. This point is further supported by LaBelle

et al. (2016), who highlight the interconnectedness of verbal and nonverbal

communication in the classroom.

According to Hoose, A. (2020) behaviorists contend that rather than focusing on

what or how students think, a true science of education must be able to explain how

teachers' actions influence students' behavior. We are unable to assess cognitive activity

directly. Only performance observation can provide an inference, and even that may not

be accurate when it comes to cognitive activity. Behaviorists contend that concentrating

on observable performance prevents erroneous conclusions about learning and lays the

groundwork for a solid science of instruction.

The human behavior that uses observable and significant human behaviors as its

subject of inquiry is called applied behavior analysis. Using antecedent stimuli,

consequences in the behavior principle, and motivating operations, it shapes the desired

behavior by measuring the target behavior through the design of an observation system

and modifies and controls the frequency of current and future behaviors (Gao & Liang,

2020).

According to Rogers (2014). Behaviour management is about teaching students

how to behave correctly in various situations. It is not punishment as the ultimate goal of
discipline/behaviour management is to teach students to have discipline and an

understanding of the consequences of their behaviour and to develop their social

emotional learning. However, young people now a days are growing up in a difficult

world and encountered with many challenges, educator has to find for alternative models

of student discipline and to develop social and emotional skills. Social and emotional

learning (SEL) approach is focus more on how children think, feel and act and targeted

social skills. SEL is not focused on observable behavior of compliance, instead targets a

wide range of pro-social and anti-social behaviors. Developing skills such as self and

social awareness, self-management, problem solving and interpersonal communication

are vital for students to lead happy, successful lives now and in the future.

Related Studies

The study of Hernandez and Villanueva (2014) “Supporting Child Student

Social Emotional Behavioral Mental Health” looks at the psychosocial issues that

senior high school students deal with, like sadness and anxiety, and how those issues

affect behavior in the classroom describe how comprehensive student support services,

including academic support and counseling, can help address behavioral concerns.

The research emphasizes the necessity for focused support services. They offer

proof of the beneficial effects of integrated support systems. The study includes case

studies that demonstrate how using positive reinforcement such as praise and awards can

significantly enhance students' motivation and behavior. The study also emphasizes how

crucial it is to apply these tactics consistently and fairly in order to get the desired results

in a variety of educational environments.

 The study of Freiberg et al., (2020) “Classroom Management Meta-Review

Continuation of Research-Based Programs for Preventing and Solving Discipline

Problems” talks about the recent meta-review shows a growing trend away from teacher-

directed approaches promoting compliance and obedience to a more holistic and student-

centered approach to classroom management, promoting students’ self-regulation and

autonomy.

The study highlights a significant shift in educational philosophy, particularly in

the realm of classroom management. It points to a growing trend away from traditional,

teacher-directed approaches that emphasize compliance and obedience, towards a more

holistic and student-centered approach. This shift emphasizes the importance of

promoting students’ self-regulation and autonomy in the classroom. The shift is

supported by a recent meta-review, a comprehensive analysis of existing research,

conducted by Freiberg et al. (2020). This meta-review suggests that the field of classroom

management is moving away from rigid, teacher-centric models that prioritize control

and conformity. Instead, there is a growing awareness of the need to empower students

by fostering their ability to manage their own behavior and make independent choices

within the learning environment. This move towards student-centered classroom

management is not simply a matter of changing teaching styles. It reflects a deeper

understanding of how students learn and thrive. By promoting self-regulation and

autonomy, educators aim to create a more positive and engaging learning environment

where students feel empowered to take ownership of their learning and develop essential

life skills.
 The study of Joshi D. (2017) “Student’s Response and Behavior in the

Classroom Environment” is all about the problematic behavior of students in the

classroom causes destruction to the learning environment, teacher’s concentration and

adversely affects social and educational level of the student. Present paper put forth the

various reasons responsible for behavioral problems in school classrooms.

It analyses the various approaches that are adopted by teachers and the

respective effect on student’s behavior and performance in classroom to overcome this

problem. This is aimed to suggest new approaches which go beyond explicitly academic

interventions to take on the learning challenges posed by problematic student behavior

and the ways schools deal with it. It endeavors to put forth measures considering that the

social and behavioral environment of a classroom can reflect the overall academic

environment of the school broadly, and stress on the contributions of strategies or

programs to improving student behavior by and large.