EDTC5390 Power Point Presentation
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EDTC 5390 PwrPt Presentation

EDTC 5390 PwrPt Presentation
Maria Stoessel-Puente

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EDTC5390 Power Point Presentation EDTC5390 Power Point Presentation Presentation Transcript

  • Classroom Management Techniques for Students Who Have with Issues with Authority Figures Maria Stoessel-Puente
  • Research Question
    • Problem of this study:
    • Evaluate strategies that have been successful with this type of student.
    • Are these strategies applicable across age groups?
  • Statement of Purpose
    • 1. To identify the different reasons that children act out or misbehave in the classroom.
    • 2. To identify the strengths and weaknesses of the intervention strategies for discipline and positive reinforcement.
      • … my personal reasons for doing this research
  • Review of Literature
    • Focused in 3 areas:
    • Student Identity & behavior (6 Articles)
    • Self-discipline (3 articles)
    • Managing the classroom (6 articles)
      • (A) Student Identity & Behavior
      • Causal comparative study
      • Historical study
    • (B) Self-Discipline
    • Survey
    • Correlational Study
    • (c) Managing the Classroom
    • Correlational study
    • Ethnographic study
  • Recommendations for Further Research
    • Undesired behaviors, their causes and ways of preventing them.
    • Student motivation:
    • identifying effective interventions, besides rewards and punishment that help the student build self-discipline.
    • Building social skills to reduce antisocial behavior.
    • Ways to improve classroom management that is responsive to students from different ethnic, cultural and socioeconomic backgrounds.
  • Implications for Classroom Instruction
    • Practice learner-centered principles
    • Open discussions with supervisors to foster help when behavior issues arise.
    • Seek teacher training to show the student empathetic and caring behaviors.
    • Have classroom standards in place to give the student an environment that is structured and predictable.
    • Advocate for professional development seminars for cooperating teachers so beginning teachers can have a more productive and less stressful start to their careers.
  • Conclusions
    • Students Can Have Success in the Classroom
    • Teachers must provide proper classroom setting
    • Provide a safe environment for learning
    • Allow students a part in decision-making
    • Students must understand their behavior
    • They must stay academically engaged
    • He/she must feel successful through praise for specific behavior.
  • References
    • Bond, N. (2007). Questioning strategies that minimize classroom management problems. Kappa Delta Pi Record, 44 (1), 18-21.
    • Brock, L. L., Nishida, T. K., Chiong, C., Grimm, K. J., & Rimm-Kaufman, S. E. (2008). Children's perceptions of the classroom environment and social and academic performance: A longitudinal analysis of the contribution of the responsive classroom approach. Journal of School Psychology, 46 (2), 129-149.
    • Clement, M. C. (2002). What cooperating teachers are teaching student teachers about classroom management. The Teacher Educator, 38 (1), 47-62.
    • Cornelius-White, J. (2007). Learner-centered teacher-student relationships are effective: A meta-analysis. Review of Educational Research, 77 (1), 113-143.
    • Hamre, B. K., & Pianta, R. C. (2001). Early teacher-child relationships and the trajectory of children's school outcomes through eighth grade. Child Development, 72 (2), 625-638.
    • Harper, E. (2007). Making good choices: How autonomy support influences the behavior change and motivation of troubled and troubling youth. Reclaiming Children and Youth: The Journal of Strength-Based Interventions, 16 (3), 23.
    • Kariuki, P., & Martin, K. (1999). Effects of an intervention model on second grade students who exhibit inappropriate behavior toward authority figures . Paper presented at the Annual Conference of Mid-South Educational Research Association, Point Clear, AL.
    • Kidron, Y., & Fleischman, S. (2006). Promoting adolescents' prosocial behavior. Educational Leadership, 63 (7), 90.
    • Magableh, A. Y., & Hawamdeh, B. A. (2007). Accountability and discipline in classroom management: Case study: Jarash -- jordan. College Student Journal, 41 (4), 901-908.
    • Palumbo, A., & Sanacore, J. (2007). Classroom management: Help for the beginning secondary school teacher. Clearing House, 81 (2), 67-70.
    • Pedota, P. (2007). Strategies for effective classroom management in the secondary setting. Clearing House: A Journal of Educational Strategies, Issues and Ideas, 80 (4), 163.
    • Reinke, W. M., Lewis-Palmer, T., & Martin, E. (2007). The effect of visual performance feedback on teacher use of behavior-specific praise. Behavior Modification, 31 (3), 247-263.
    • Shukla-Mehta, S., & Albin, R. W. (2003). Twelve practical strategies to prevent behavioral escalation in classroom settings. Clearing House: A Journal of Educational Strategies, Issues and Ideas, 77 (-), 50.
    • Williams, B. T. (2006). Metamorphosis hurts: Resistant students and myths of transformation. Journal of Adolescent & Adult Literacy, 50 (2), 148-153.
    • Zuckerman, J. T. (2007). Classroom management in secondary schools: A study of student teachers' successful strategies. American Secondary Education, 35 (2), 4.