In early 60s Bandura conducted the famous experiment of Bobo Doll.
His experiment demonstrates that a child will react in similar situations just as she/he has seen a model react. Since Bandura's experiment many researchers studied television, violence on TV specifically, and the effect on children behavior, with effects on classroom misbehavior.
However, violence on TV is not the only factor affecting adolescents' classroom behavior. Role models are admired and followed without ever meeting the person in real life, and without even (often times) a model would behave as in real life. Should I mention here the "reality shows" which create the illusion of reality and are admired/watched by too many children and adolescents...
Society is changing, values are changing, and school/classroom behavior is changing too.
We are plugged in 24/7 to our smart phones, computers, and TV set. Can I blame my students (one constantly checking his iPhone, the other writing/surfing on his laptop), when first thing when I wake up, or come out of a meeting, or last when I go to bed is the same thing I do: checking for N-time in a day my iPhone/emails. We do not control our gadgets, but our gadgets control our behavior.
Classrooms follow the change in data from the new 2010 Census by becoming more diverse (and that depends on the place the school is on the map. As I look around in my classroom (and Department) I am the "diversity." In summer I teach the diversity course and I completely love it since I have the chance to discuss with students about their experience and share from mine. I imagine how difficult is for my students to develop prejudice-free, non-biased thinking, and to catch themselves when they use the slightest stereotypical thinking when they teach in a classroom. And that is because most of my students are White, born in White neighborhoods, going to school where everyone is White, and not having too many opportunities to be exposed to diversity. And diversity can be of age, race, gender, sexual orientation, religion, language, culture, ethnicity, SES, etc.
And what about having students with different needs and motivation? It is right that we can be creative, or defend the weak, and fight for righteousness even if we are hungry, hurt, or in danger.... however, an empty stomach does not really help when we need to concentrate and pay attention at what the teacher delivers in a classroom. Not talking about that each individual has some interests, skills, and beliefs about the particular topics, or content she/he is learning (or supposed to learn) about. Why do we think and even expect that all our students are Renaissance women and men?! We completely forget about what Gardner teaches us that we are not perfect androids but we are very human and quite different, and good at different things.
We all want to belong. Just look at the most popular Facebook. Why would someone need/have 1219 friends (yes, I am one of her friends, lost there among the other 1218!). Children are tuned to their iPone and laptop checking more often Facebook than the face cover of a book! All starve social recognition and self-esteem is carved by the appreciation measured in number of friends and "likes" on Facebook. No wonder cyber-bullying reaches now as far as any internet connection.
My students, the new teachers, will be expected not only to teach the good content, but also to teach the good behavior, and good cognitive and moral thinking, to help children become good citizens who are able to control their behavior, make good/wise decisions, and be compassionate and care for others.
Now that is a good hope, which by the way we do not measure in schools with any standardized test (or any test for that matter!).
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