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A small scale study on student teachers' perceptions of classroom management and methods for dealing with misbehaviour
- Author:
- ATICI Meral
- Journal article citation:
- Emotional and Behavioural Difficulties, 12(1), March 2007, pp.15-27.
- Publisher:
- Taylor and Francis
The purpose of this study is to identify student teachers' perceptions of classroom management and methods for dealing with misbehaviour. In‐depth interviews with nine student teachers at Çukurova University (ÇÜ) in Turkey have been conducted twice, prior to and at the end of their teaching practice. Instructional management, behaviour management, communication, and physical organization of classrooms are the main components of classroom management for student teachers. Student teachers usually tend to use preventive, positive and less intrusive methods, such as non‐verbal messages, warnings, and positive reinforcement involving students' instructional activities, to manage student behaviour. The results of the study reveal that although student teachers feel confident about starting a teaching career, they need improvement in understanding child psychology, in experiencing different teaching situations, and in becoming competent in contemporary teaching methods. Nonetheless, student teachers reported that their sense of efficacy increased from the beginning to the end of the course.
Managing the difficult child: a practical handbook for effective care and control
- Author:
- CLARKE Molly
- Publisher:
- Northcote House
- Publication year:
- 1999
- Pagination:
- 94p.,list of orgs.
- Place of publication:
- Horndon, Devon
Aims to set out practical techniques for teachers wishing to manage behavioural difficulties in young people. The book is also useful for anyone caring for a difficult child or teenager.
Developing emotional literacy through individual Dance Movement Therapy: a pilot study
- Author:
- MEEKUMS Bonnie
- Journal article citation:
- Emotional and Behavioural Difficulties, 13(2), June 2008, pp.95-100.
- Publisher:
- Taylor and Francis
This paper reports a pragmatic mixed methods pilot study of teacher perceptions regarding a school-based Dance Movement therapy (DMT) service for six children aged four to seven in a North of England primary school. No previous studies have systematically evaluated DMT in terms of the development of Emotional Literacy (EL), though theoretical support exists in the formation of a non-verbally mediated empathic, attuned therapeutic relationship, and there is limited evidence linking arts education with EL. Data were collected on teacher perceptions relating to teacher-identified goals, and on movement metaphors reported in therapist notes. Results suggest a link between metaphors identified and positive teacher-rated outcomes in the following areas relating to EL: self-esteem; emotional expression and regulation; and social function. Causal links cannot be identified with certainty due to the pragmatic uncontrolled design, but are inferred through qualitative teacher feedback. Recommendations for further research are made.
Development of parent- and teacher-reported emotional and behavioural problems in young people with intellectual disabilities: does level of intellectual disability matter?
- Authors:
- de RUITER Karen P., et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 21(1), January 2008, pp.70-80.
- Publisher:
- Wiley
This study described similarities and differences in the 5-year stability and change of problem behaviour between youths attending schools for children with mild to borderline (MiID) versus moderate intellectual disabilities (MoID). A two-wave multiple-birth-cohort sample of 6 to 18-year-old was assessed twice across a 5-year interval using the Developmental Behaviour Checklist Primary Carer version (n = 718) and Teacher version (n = 313). For most types of problem behaviour youths with MiID and MoID showed similar levels of stability of individual differences, persistence and onset of psychopathology. Whenever differences were found, youths with MoID showed the highest level of stability, persistence and onset across informants. Mean levels of parent-reported, but not teacher-reported, problem behaviour, regardless of level of intellectual disability, decreased during the 5-year follow-up period. Youths with MoID and MiID are at risk for persistent psychopathology to a similar degree. Different informants showed to have a different evaluation of the level and the amount of change of problem behaviour, and should be considered complementary in the diagnostic process.
The case for individualizing behavior management approaches in inclusive classrooms
- Author:
- GROSSMAN Herbert
- Journal article citation:
- Emotional and Behavioural Difficulties, 10(1), March 2005, pp.17-32.
- Publisher:
- Taylor and Francis
In today’s heterogeneous classrooms, one-method-fits-all-students behaviour management approaches are ineffective and often harmful. To succeed with all of their students, teachers should determine whether students have emotional disorders, conduct/behaviour disorders, robust male-typical behaviour patterns, culturally influenced behaviour, learning problems or disabilities and so on, and select and implement behaviour management techniques that are particularly appropriate for each group.
Pupils with emotional and behavioural problems as action researchers in foreign language teaching
- Author:
- SPANN Harold
- Journal article citation:
- Emotional and Behavioural Difficulties, 10(1), March 2005, pp.33-42.
- Publisher:
- Taylor and Francis
Foreign language (FL) teachers, like most other teachers, are increasingly likely to experience conflict in their classrooms, which makes language teaching – an enormously complex process – yet more demanding. FL teachers need to know practical approaches to conflict prevention and resolution that are compatible with effective learning, but they often lack this knowledge, which necessarily affects their teaching quality and results. This often leads to teachers blaming students and to (even more) frustration on both sides. This article describes a 2 year project funded by the Austrian federal government in which FL teachers provide learning opportunities for difficult children which enable them to become action researchers in their lessons themselves, thus changing traditional patterns of teacher–pupil interaction. It stresses the importance of using ecosystemic methods that seek to include the pupils’ perspectives, and discusses two examples of classroom action research modules that stem from this need.
Exploring the experiences of successful completers of a system of care for children and their families through case narratives
- Authors:
- ANDERSON Jeffrey A., McINTYRE Janet S., SOMERS John W.
- Journal article citation:
- Journal of Family Social Work, 8(1), 2004, pp.1-25.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
This paper explores the experiences of three young people with emotional and behavioural challenges and their families as they entered, participated in, and completed a community-based system of care. Using a case narrative approach, the characteristics and experiences of the children and families who successfully completed the Dawn Project system of care are described. For each of the three narratives, the young person's parent or caregiver, teacher, and service coordinator were interviewed and a review of available records was conducted. Several themes appear to be related to successful completion of the system of care, including active and ongoing involvement of the family and collaboration of team members, a collective commitment to follow through on developed plans, an emphasis on child and family strengths, and concerted efforts to keep the young people at home and their services in the community. (Copies of this article are available from: Haworth Document Delivery Centre, Haworth Press Inc., 10 Alice Street, Binghamton, NY 13904-1580)
Classroom management of children with emotional and behavioural disorders: A storied model: Torey Hayden’s 'One child'
- Authors:
- MARLOWE Mike, DISNEY Gayle, WILSON Kayce Jo
- Journal article citation:
- Emotional and Behavioural Difficulties, 9(2), June 2004, pp.99-114.
- Publisher:
- Taylor and Francis
Torey Hayden’s style of classroom management in her nonfiction book One Child was examined. One Child unfolds within the space of a special education classroom for children with severe behavioral impairments and focuses on Sheila, a troubled 6-year-old, who has tied a 3-year-old boy to a tree and critically burned him. Each technique Hayden used to respond to Sheila and her other students’ problem behaviors was categorized according to Fritz Redl’s theory on managing behavior problems. Redl identified five strategies educators can use to handle their students’ behavior problems: changing, managing, tolerating, preventing, and accommodating. The methodology used to categorize Hayden’s techniques was analogous to constant comparative analysis of documents. Hayden is portrayed through Redl’s strategies as a teacher who relies on managing without consequences and changing techniques. Narrative passages illustrating these techniques are presented. The role of caring relationships and student empowerment in Hayden’s storied model of classroom management is discussed.
Reducing exclusions whilst developing effective intervention and inclusion for pupils with behaviour difficulties
- Authors:
- JONES Jeff, SMITH Colin
- Journal article citation:
- Emotional and Behavioural Difficulties, 9(2), June 2004, pp.115-129.
- Publisher:
- Taylor and Francis
This article draws upon a recent evaluation study of developments in behaviour/discipline systems in an inner-city secondary school over a period of 5 years (including a 3 year ‘action research’ cycle). The methodology involved the collection and analysis of data from a combination of qualitative and quantitative approaches with reference to other school performance indicators. Elements of the study are discussed in order to help bridge the theory/practice divide and to share practical research findings with other schools.
A pupil with emotional and behavioural difficulties perspective: does John feel that his behaviour is affecting his learning
- Author:
- TURNER Claire
- Journal article citation:
- Emotional and Behavioural Difficulties, 5(4), Winter 2000, pp.13-18.
- Publisher:
- Taylor and Francis
This paper has been written from the perspective of John, a year 9 pupil with emotional and behavioural difficulties. The intention of the research was to gain a clearer understanding of the factors affecting John's behaviour, and consequently, his learning. The research indicates that it is primarily the breakdown of the teacher-pupil relationship that affects John's behaviour. Other factors include his need to communicate with peers and his poor concentration span. The research demonstrates the importance of gaining pupil perception and acting on this information when differentiating in the learning environment to include pupils with emotional and behavioural difficulties.