Classroom Management Strategies for Difficult Students: Promoting Change through Relationships

Beaty-O'Ferrall, Mary Ellen; Green, Alan; Hanna, Fred J.

doi:10.1080/00940771.2010.11461726

Cited by 39 publications

(23 citation statements)

References 13 publications

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“…On the other hand, the teachers have shown inadequate performance in the creation of a positive classroom atmosphere. It should be emphasized that the functional implementation of the forms of preventive approaches in the classroom is critical, as the classroom atmosphere based on empathy and trust, along with the relationships among children and between children-teacher, is fundamental for effective teaching and learning activities (Beaty-O'Ferrall, Green, Hanna, 2010). Children in the preschool period who develop trust and empathic relationships with their teachers and friends can enjoy the school more and ultimately become more motivated for learning activities (Howes, Phillipsen and Peisner-Feinberg, 2000).For this reason, preschool teachers in both groups are advised to assume a role of guiding students in the classroom with the preventive strategies that not only establish close teacher-child relationships but also promote positive behaviors, improve social inclusion in the class and improve children's readiness.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

Comparison of Strategies Used by Preschool Teachers in Different Socio-Economic Level Schools

Karabay

Aydın

Arıcı³

2019

Uluslararası Sosyal Ve Eğitim Bilimleri Dergisi

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Şakire Ocak Karabay  &Damla Güzeldere Aydın  &Sena Arıcı  ÖzBu araştırmada, farklı sosyoekonomik düzeye sahip okullarda görev yapmakta olan okulöncesi öğretmenlerinin eğitim ortamlarında kullandıkları önleyici yaklaşım biçimlerinin kuralların işleyişi, fiziksel ortamın düzenlenmesi, günlük eğitim akışının planlanması /uygulanması ve olumlu bir sınıf atmosferinin oluşturulması boyutlarında incelenerek karşılaştırılması amaçlanmaktadır. Araştırmada çalışma grubu oluşturulurken aykırı durum örneklemesine başvurulmuş ve bu kapsamda düşük ve yüksek sosyo-ekonomik düzeye sahip olan 2017-2018 eğitim öğretim yılında İzmir'e bağlı iki merkez ilçede Milli Eğitim Bakanlığı'na bağlı üç bağımsız anaokulundan 24 okul öncesi öğretmeni ile çalışma yürütülmüştür. Araştırmada veri toplama aracı olarak "Önleyici Yaklaşımları Değerlendiren Yarı Yapılandırılmış Öğretmen Görüşme Formu" ve "Öğretmenlerin Önleyici Yaklaşımlarını Değerlendiren Gözlem Formu" kullanılmıştır. Görüşme yoluyla elde edilen verilerin analizinde içerik analizine; gözlem yoluyla elde edilen verilerin analizinde ise betimsel istatistik ile yüzde hesaplamasına başvurulmuştur. Bu çalışmadan elde edilen bulgular değerlendirildiğinde her iki grupta yer alan öğretmenler arasındaki en temel farklılık fiziksel ortamın düzenlenmesi boyutunda ortaya çıkmıştır. Ekonomik açıdan desteklenen ve veliler ile işbirliği içerisinde bulunan okullarda öğretmenlerin bu boyuta yönelik farkındalık ve uygulamalarının daha yüksek seviyede olduğu saptanmıştır. Olumlu bir sınıf atmosferinin oluşturulması boyutunda ise öğretmenlerin yetersiz performans sergiledikleri görülmüştür. Sonuçlar genel olarak değerlendirildiğinde ise öğretmenlerin önleyici yaklaşıma yönelik uygulamalarda donanımlarının geliştirilmesine gereksinim olduğu düşünülmektedir.Anahtar Kelimeler: Sınıf yönetimi, önleyici yaklaşım, olumlu sınıf ortamı, kurallar, günlük eğitim akışı. AbstractIn this research, it is aimed to compare the preventive approaches used by preschool teachers who work in schools from different socioeconomic levels in educational environments, by examining them in terms of functioning of the rules, organization of the physical environment, planning/implementation of daily education flow and creation of positive class atmosphere. While the study group used in the research was being created, disconfirming case sampling was used, and in this scope, studies were carried out with 24 preschool teachers from three independent kindergartens from low and high socio-economic levels, affiliated to the Ministry of National Education in the academic year of 2017-2018, in two central districts of İ-Izmir. "Semi-structured Teacher Interview Form for Evaluating Preventive Approaches" and "Observation Form for Evaluating Preventive Approaches of Teachers" were used as data collection tools in the research. Content analysis were used in the analysis of the data obtained through interview, while percentage calculation with descriptive statistics were used in the analysis of the data obtained through observation. Eva...

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Section: Conclusion and Discussionmentioning

confidence: 99%

Comparison of Strategies Used by Preschool Teachers in Different Socio-Economic Level Schools

Karabay

Aydın

Arıcı³

2019

Uluslararası Sosyal Ve Eğitim Bilimleri Dergisi

View full text Add to dashboard Cite

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“…An important aspect of supporting an effective classroom management system is a teacher's relationship with students (Beaty‐O'Ferrall, Green, & Hanna, 2015; LaPoma & Kantor, 2013; Marzano & Marzano, 2003; Witmer, 2005). Classroom relationships and learning interact together in the classroom community, where students feel respected and appreciated by their teachers and peers (Beaty‐O'Ferrall et al, 2015; Wolk, 2003). Creating an atmosphere of care and respect allows students to feel secure and more likely to take risks within the classroom (LaPoma & Kantor, 2013; Witmer, 2005).…”

Section: Relationships With Studentsmentioning

confidence: 99%

“…Effective teachers strive to develop students as a whole person and create a relationship with them based on empathy and cooperation. Developing relationships with students can be done through meaningful instruction to strengthen the relationship with the students and further engage them in content learning (Beaty‐O'Ferrall et al, 2015).…”

Section: Relationships With Studentsmentioning

confidence: 99%

Different approaches to classroom environments based on teacher experience and effectiveness

Pressley

Croyle

Edgar

2020

Psychology in the Schools

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The purpose of this qualitative instrumental case study was to continue looking at the differences in classroom environments for different levels of teachers. Specifically, we wanted to focus on teacher perspectives of classroom management, relationships with students, motivating students, student risk‐taking within the classroom, and student self‐regulation. The three levels we looked at for this study included highly effective teachers, proficient teachers who have taught for more than 3 years, and new/developing teachers. The results found three major themes with differences in how teachers at each level approached classroom management, relationships with students, and student behaviors within the classroom. The student behaviors within the classroom included self‐regulation and risk‐taking. The results of this study provide researchers more information regarding the different stages of teaching, information to schools on ways to mentor teachers at each level of teaching, and information to teacher preparation programs on ways to help preservice teachers prepare for the classroom.

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“…In terms of actual teachers, two articles from the middle level literature detail the development of classroom and school-based climates that promote positive studentteacher interactions. Specifically, Beaty-O'Ferrall, Green, & Hanna (2010) discussed strategies used to build effective student-teacher relationships, which included building empathy and admiring negative attitudes and behaviors (i.e., recognizing typically negative student behaviors as positive characteristics that can be used academically). More recently, Brennan (2015) chronicled changes in her middle level school that led to more positive student-teacher interactions, including grading for hope (i.e., allowing students to retest or submit late work, thereby eliminating the possibility of zeros for grade assignments) and using proactive discipline (e.g., Friday Academy, in which students facing in-school suspension were allowed to clean the school for two hours while discussing issues with volunteer teachers).…”

Section: Student-teacher Interactionsmentioning

confidence: 99%

Home-School Dissonance and Student-Teacher Interaction as Predictors of School Attachment among Urban Middle Level Students

2016

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The middle level years continue to be of significant concern to educational stakeholders, policymakers, theorists, and researchers. Chief among this concern is the degree to which middle level students adapt to the middle level climate and eventually begin to feel attached to or a sense of belonging at their school. The research literature has identified student-teacher interactions as a leading factor that promotes school attachment and corresponding adaptive behaviors, including academic success. The purpose of this study is to investigate the associations between middle level students' perceptions of home-school dissonance and reports of school attachment. Seven hundred and seventy-six middle level students participated in the research. Using the Questionnaire of Teacher Interaction (Brekelmans, Wubbels, & Creton, 1990) and a measure of home-school dissonance (Arunkumar, Midgley, & Urdan, 1999), results show that both were significant predictors of school attachment, as measured by the School Attachment Questionnaire (Mouton, Dewitt, & Glazier, 1993). Study limitations and implications along with recommendations for future research are discussed.

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Classroom Management Strategies for Difficult Students: Promoting Change through Relationships

Cited by 39 publications

References 13 publications

Comparison of Strategies Used by Preschool Teachers in Different Socio-Economic Level Schools

Comparison of Strategies Used by Preschool Teachers in Different Socio-Economic Level Schools

Different approaches to classroom environments based on teacher experience and effectiveness

Home-School Dissonance and Student-Teacher Interaction as Predictors of School Attachment among Urban Middle Level Students

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