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Abstract
While bullying in schools has begun to receive attention, little is known about the relationship between classroom management and bullying in the classroom. The process for exploring this relationship will be a review of research and literature related to bullying in the school environment, classroom management, teacher practices, and student behavior. Research from a number of fields suggests that several variables conspire to create environments where bullying is more likely to occur. These include harsh and punitive discipline methods, lower-quality classroom instruction, disorganized classroom and school settings, and student social structures characterized by antisocial behaviors. Future directions indicate a need for preservice and in-service education on classroom management practices and student bullying. Additionally, future research should consider an investigation of the relationship between classroom management practices and student bullying, as well as further exploration of teacher bullying of students and student bullying of teachers.
Introduction
Teaching can be a daunting endeavor-for both experts and novice teachers. It is a profession that requires the ability to be responsive to new demands and changing needs. In recent years, school reform promoting high-stakes testing in the name of improving academic achievement has dominated the list of problems demanding consideration. However, there are other problems that also demand attention-for example, bullying.
Although not a new problem, attention to bullying was limited until the events at Columbine High School in April, 1999. In recent years, research has implicated teasing, harassment, and bullying in a number of the targeted school shootings that have taken place in the United States (Vossekuil, Fein, Reddy, Borum, & Modzeleski, 2002). Data indicate that bullying is embedded in a larger problem of school violence.
There is another perhaps related issue that has received less attention but is nevertheless a concern for educators: classroom management. Research over the past few decades has consistently indicated that new teachers feel unprepared when it comes to classroom management skills (Duck, 2007; Freiberg, 2002; Meister & Melnick, 2003; Merrett & Wheldall, 1993; Stoughton, 2007) and that they are often unprepared to function successfully in today's classrooms with regard to managing administrative tasks, curriculum, and behavior problems (Allen & Blackston, 2003; Bauman & Del Rio, 2006; Kirkpatrick, Lincoln, & Morrow, 2006; Public Agenda, 2004; Thompson & Walter, 1998). Additionally,...