In a study conducted in 2006, 17.1 percent of students who experienced corporal punishment were African Americans, and 78.3 percent of total students were males.
Some characteristics of having good teacher-student relationships in the classroom involves the appropriate levels of dominance, cooperation, and awareness of high-needs students.
Classroom management is a term teachers use to describe the process of ensuring that classroom lessons run smoothly without disruptive behavior from students compromising the delivery of instruction.
The term also implies the prevention of disruptive behavior preemptively, as well as effectively responding to it after it happens.
One way to establish this kind of classroom environment is through the development and use of a classroom contract.
The contract should be created by both students and the teacher.
Rather than a consequence, the group should decide how to fix the problem through either class discussion, peer mediation, counseling, or by one on one conversations leading to a solution to the situation.
Preventive techniques also involve the strategic use of praise and rewards to inform students about their behavior rather than as a means of controlling student behavior.
Also, research from Berliner (1988) and Brophy & Good (1986) shows that the time a teacher must take to correct misbehavior caused by poor classroom management skills results in a lower rate of academic engagement in the classroom.
Until recently, corporal punishment was widely used as a means of controlling disruptive behavior but it is now illegal in most schools.