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EDTC5390 Power Point Presentation
EDTC5390 Power Point Presentation
EDTC5390 Power Point Presentation
EDTC5390 Power Point Presentation
EDTC5390 Power Point Presentation
EDTC5390 Power Point Presentation
EDTC5390 Power Point Presentation
EDTC5390 Power Point Presentation
EDTC5390 Power Point Presentation
EDTC5390 Power Point Presentation
EDTC5390 Power Point Presentation
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EDTC5390 Power Point Presentation


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EDTC 5390 PwrPt Presentation …

EDTC 5390 PwrPt Presentation
Maria Stoessel-Puente

Published in: Education
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  • 1. Classroom Management Techniques for Students Who Have with Issues with Authority Figures Maria Stoessel-Puente
  • 2. Research Question
    • Problem of this study:
    • Evaluate strategies that have been successful with this type of student.
    • Are these strategies applicable across age groups?
  • 3. 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
  • 4. Review of Literature
    • Focused in 3 areas:
    • Student Identity & behavior (6 Articles)
    • Self-discipline (3 articles)
    • Managing the classroom (6 articles)
  • 5.
      • (A) Student Identity & Behavior
      • Causal comparative study
      • Historical study
  • 6.
    • (B) Self-Discipline
    • Survey
    • Correlational Study
  • 7.
    • (c) Managing the Classroom
    • Correlational study
    • Ethnographic study
  • 8. 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.
  • 9. 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.
  • 10. 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.
  • 11. 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.