EDTC5390 Power Point Presentation


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EDTC 5390 PwrPt Presentation
Maria Stoessel-Puente

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EDTC5390 Power Point Presentation

  1. 1. Classroom Management Techniques for Students Who Have with Issues with Authority Figures Maria Stoessel-Puente
  2. 2. Research Question <ul><li>Problem of this study: </li></ul><ul><li>Evaluate strategies that have been successful with this type of student. </li></ul><ul><li>Are these strategies applicable across age groups? </li></ul>
  3. 3. Statement of Purpose <ul><li>1. To identify the different reasons that children act out or misbehave in the classroom. </li></ul><ul><li>2. To identify the strengths and weaknesses of the intervention strategies for discipline and positive reinforcement. </li></ul><ul><ul><li>… my personal reasons for doing this research </li></ul></ul>
  4. 4. Review of Literature <ul><li>Focused in 3 areas: </li></ul><ul><li>Student Identity & behavior (6 Articles) </li></ul><ul><li>Self-discipline (3 articles) </li></ul><ul><li>Managing the classroom (6 articles) </li></ul>
  5. 5. <ul><ul><li>(A) Student Identity & Behavior </li></ul></ul><ul><ul><li>Causal comparative study </li></ul></ul><ul><ul><li>Historical study </li></ul></ul>
  6. 6. <ul><li>(B) Self-Discipline </li></ul><ul><li>Survey </li></ul><ul><li>Correlational Study </li></ul>
  7. 7. <ul><li>(c) Managing the Classroom </li></ul><ul><li>Correlational study </li></ul><ul><li>Ethnographic study </li></ul>
  8. 8. Recommendations for Further Research <ul><li>Undesired behaviors, their causes and ways of preventing them. </li></ul><ul><li>Student motivation: </li></ul><ul><li>identifying effective interventions, besides rewards and punishment that help the student build self-discipline. </li></ul><ul><li>Building social skills to reduce antisocial behavior. </li></ul><ul><li>Ways to improve classroom management that is responsive to students from different ethnic, cultural and socioeconomic backgrounds. </li></ul>
  9. 9. Implications for Classroom Instruction <ul><li>Practice learner-centered principles </li></ul><ul><li>Open discussions with supervisors to foster help when behavior issues arise. </li></ul><ul><li>Seek teacher training to show the student empathetic and caring behaviors. </li></ul><ul><li>Have classroom standards in place to give the student an environment that is structured and predictable. </li></ul><ul><li>Advocate for professional development seminars for cooperating teachers so beginning teachers can have a more productive and less stressful start to their careers. </li></ul>
  10. 10. Conclusions <ul><li>Students Can Have Success in the Classroom </li></ul><ul><li>Teachers must provide proper classroom setting </li></ul><ul><li>Provide a safe environment for learning </li></ul><ul><li>Allow students a part in decision-making </li></ul><ul><li>Students must understand their behavior </li></ul><ul><li>They must stay academically engaged </li></ul><ul><li>He/she must feel successful through praise for specific behavior. </li></ul>
  11. 11. References <ul><li>Bond, N. (2007). Questioning strategies that minimize classroom management problems. Kappa Delta Pi Record, 44 (1), 18-21. </li></ul><ul><li>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. </li></ul><ul><li>Clement, M. C. (2002). What cooperating teachers are teaching student teachers about classroom management. The Teacher Educator, 38 (1), 47-62. </li></ul><ul><li>Cornelius-White, J. (2007). Learner-centered teacher-student relationships are effective: A meta-analysis. Review of Educational Research, 77 (1), 113-143. </li></ul><ul><li>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. </li></ul><ul><li>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. </li></ul><ul><li>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. </li></ul><ul><li>Kidron, Y., & Fleischman, S. (2006). Promoting adolescents' prosocial behavior. Educational Leadership, 63 (7), 90. </li></ul><ul><li>Magableh, A. Y., & Hawamdeh, B. A. (2007). Accountability and discipline in classroom management: Case study: Jarash -- jordan. College Student Journal, 41 (4), 901-908. </li></ul><ul><li>Palumbo, A., & Sanacore, J. (2007). Classroom management: Help for the beginning secondary school teacher. Clearing House, 81 (2), 67-70. </li></ul><ul><li>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. </li></ul><ul><li>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. </li></ul><ul><li>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. </li></ul><ul><li>Williams, B. T. (2006). Metamorphosis hurts: Resistant students and myths of transformation. Journal of Adolescent & Adult Literacy, 50 (2), 148-153. </li></ul><ul><li>Zuckerman, J. T. (2007). Classroom management in secondary schools: A study of student teachers' successful strategies. American Secondary Education, 35 (2), 4. </li></ul>