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Improving Student Classroom Behavior Through Nonviolent Classroom Management and the Implementation of Emotional Intelligence for Educators

Improving Student Classroom Behavior Through Nonviolent Classroom Management and the Implementation of Emotional Intelligence for Educators

T. Ray Ruffin, Deborah Fuqua, D. Israel Lee, Kimberly L. Wright, Shaitaisha D. Winston, Lisa Langford, Tammy Jameson, Typhany V. Williams-Hanley, R. Adelina Tachin, Deanna Ford, Shayanna M. Whitaker
Copyright: © 2019 |Pages: 23
ISBN13: 9781522574767|ISBN10: 152257476X|ISBN13 Softcover: 9781522586067|EISBN13: 9781522574774
DOI: 10.4018/978-1-5225-7476-7.ch010
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MLA

Ruffin, T. Ray, et al. "Improving Student Classroom Behavior Through Nonviolent Classroom Management and the Implementation of Emotional Intelligence for Educators." Cultivating a Culture of Nonviolence in Early Childhood Development Centers and Schools, edited by Simon George Taukeni, IGI Global, 2019, pp. 169-191. https://doi.org/10.4018/978-1-5225-7476-7.ch010

APA

Ruffin, T. R., Fuqua, D., Lee, D. I., Wright, K. L., Winston, S. D., Langford, L., Jameson, T., Williams-Hanley, T. V., Tachin, R. A., Ford, D., & Whitaker, S. M. (2019). Improving Student Classroom Behavior Through Nonviolent Classroom Management and the Implementation of Emotional Intelligence for Educators. In S. Taukeni (Ed.), Cultivating a Culture of Nonviolence in Early Childhood Development Centers and Schools (pp. 169-191). IGI Global. https://doi.org/10.4018/978-1-5225-7476-7.ch010

Chicago

Ruffin, T. Ray, et al. "Improving Student Classroom Behavior Through Nonviolent Classroom Management and the Implementation of Emotional Intelligence for Educators." In Cultivating a Culture of Nonviolence in Early Childhood Development Centers and Schools, edited by Simon George Taukeni, 169-191. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-7476-7.ch010

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Abstract

This chapter explored nonviolence classroom management tools and the self-actualization of emotional intelligence (EI) focused on education in the United States (U.S.). The purpose of this chapter was to convey to educators that their attitude or behavior can negatively or positively affect student engagement and classroom management. The aim is to create an atmosphere of positive reinforcements for students to develop and grow, using EI as a tool to examine classroom behaviors. The authors discussed the behavioral problems and facets many present-day schools in the U.S. are confronted with on a daily basis. The implementation of positive behavioral interventions and supports (PBIS) as nonviolent interventions for classroom management is covered. For comparisons, research directions were explored from a universal perspective to include multinational countries. The chapter concluded with a summative conclusion to include thoughts on improving student classroom behavior through nonviolence classroom management and implementing EI for educators.

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