Survey Presentation EEX503

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BEHAVIOR MANAGEMENT

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Survey Presentation EEX503

  1. 1. St. Thomas university EEX 503-Educational Management of Students with Exceptionalities Project I Survey for Teachers-Behavior management Strategies By Marie M. Glemaud To Dr. Florence M. Taber-Brown April 19, 2006
  2. 2. Good behavior management strategies are the key component in any educational setting. I believe that if students are in a safe environment, then learning can take place. Having the right environment for all students to learn is my major goal of implementing good classroom management--without it, the students would not be able to learn. I n my attempt to compare the opinions of teachers on behavior management in the classroom, I developed a survey. The survey contained twenty statements. The statements were directed to high school teachers who teach regular class, special education, and students with disabilities. The participants were between the age of twenty-three and fifty-seven. They had 5 choices to choose their opinion from and it consisted of the following: 1 = Strongly Disagree 2. = Disagree 3. = Neutral 4. = Agree 5. = Strongly Agree.
  3. 3. CHART I <ul><li>Enforce classroom rules consistently. </li></ul><ul><li>I always try to explain the reason behind my rules and decisions. </li></ul><ul><li>Provide encouragement and positive feedback to students. </li></ul><ul><li>Develop a schedule for applying positive reinforcement in all educational environments. </li></ul><ul><li>Present a sense of high degree of possessiveness in the classroom environment </li></ul>
  4. 4. CHART II <ul><li>If student is disruptive during class, I assign him/her to detention, </li></ul><ul><li>without further discussion. </li></ul><ul><li>7. I do not want to impose any rules on my students. </li></ul><ul><li>8. I am concerned about both what my students learn and how they learn. </li></ul><ul><li>9. The classrooms need to be </li></ul><ul><li>quiet in order for students to learn. </li></ul><ul><li>10. Accept children as </li></ul><ul><li>worthwhile human beings. </li></ul>
  5. 5. CHART III <ul><li>11. If a student turns in a late homework assignment, it is not my problem. </li></ul><ul><li>12. Establish and enforce behavioral limits. </li></ul><ul><li>13. Ignore certain behaviors. </li></ul><ul><li>14. Communicate verbally and non verbally with students. </li></ul><ul><li>15. Learn to avoid personal confrontation with students </li></ul>
  6. 6. CHART IV <ul><li>16. I do not want to reprimand a student because it might hurt his/her feelings. </li></ul><ul><li>Class participation is not worth the effort. </li></ul><ul><li>The emotional well being of my students is more important than classroom control. </li></ul><ul><li>I will not accept excuses from a student who is tardy. </li></ul><ul><li>20. If a student requests a hall pass, I always honor the request </li></ul>
  7. 7. The results of my survey were much as I expected. The statements were based on many strategies on behavior management that teachers use with their students in the classroom. The experience was very informative and beneficial. The majority of the participants who took this surveyed were either regular or special education teachers. Seeing that they were in agreement with the many statements that were associated to effective teachers let me know that we have many effective teachers in our classrooms with great behavior management strategies. Behavior Management
  8. 8. Thank you The end! Thank you The end!

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