Search Results

Following directions and listening to teachers have been defined as “academic enablers” and are fundamental to the development of social competence and effective learning. One study suggest that between 2% and 16% of youth in the United States can be characterized as having oppositional defiant disorder combined with conduct disorder, while another argues that over half of U.S. adolescents who fail to complete their high school experience have a diagnosable psychiatric disorder. Not surprisingly, the presence of young children in school settings who display challenging behavior patterns that severely stress the management skills of teachers is at an all-time high and is of significant concern to teachers. Children who fail to negotiate the demands of teachers (the ones who control instructional settings), often do not get off to a good start in school and set in motion a downward spiral that can severely impair their school success. Not following classroom rules is defined as non-compliance within the classroom setting. Noncompliance can include overt (e.g. refusal to follow rules, direct challenges to the teacher's authority) or covert (e.g. passively ignoring rules or requests) student responses. This chapter discusses intervention programs or strategies for which the primary outcome is to improve compliance in the classroom.

Savvy school social workers have long known that one of their primary client populations in their schools is that of their teacher colleagues. The WOWW program is a teacher coaching intervention that helps school social workers target their interventions at a classroom level with the teacher and her classroom as the “client.” The intervention has shown some initial positive outcomes in pilot studies, and hopefully there will be larger-scale WOWW studies in the coming years on WOWW's impacts on teacher classroom management styles, teacher burnout, and student variables like academic achievement and attendance. With the ever-increasing pressure on both teachers and students to be productive, it is hoped that school social workers need to be using classroom interventions such as WOWW to identify the strengths of classrooms and help both teachers and students work together more effectively.

Chapter 10 addresses the significant issue of treatment of attentional impairment through both stimulant medication and psychosocial intervention. A considerable literature exists examining the positive impact of stimulants, mainly methylphehidate (MPH), and psychosocial treatments in reducing the symptoms of ADHD. With respect to pharmacologic intervention the authors discuss the influence of co-morbid disorders and dosage, and note adverse side-effects of these agents. They also discuss findings of such psychosocial approaches as parent-based, cognitive-based, and computer-based training, and discuss the findings of the Multimodal Treatment Study of Children with ADHD. Nevertheless the treatment of other neurodevelopmental disorders of attention is one that should be addressed by innovative future research.

At a time when the inclusive classroom is being actively promoted in many countries in Asia, teachers and parents frequently ask how a diverse classroom can be managed effectively. To ensure they create and maintain an effective classroom, teachers have to develop an intellectual framework for thinking not only about how to teach but also about ways of catering for the diverse learning needs of individual students. This chapter offers a broad view of classroom management and stresses its positive functions in managing the diversity of students’ learning needs. It also makes particular reference to managing the inclusive classroom and, although it focuses on the Hong Kong classroom, the content is broadly applicable to the “Chinese” classroom.

This chapter encourages teachers to continue to expand their repertoire of classroom management and discipline strategies. It offers a broad view of classroom management and stresses its positive functions in promoting students' academic, social and emotional growth. An interactionist perspective is adopted and its theoretical framework is explained, with the cycle of interaction being used to highlight the complexity of classroom behaviour. Some types of classroom situations are then described, and their implications for good classroom management strategies are outlined. The discussion then shifts from whole-class to individual behaviour, for explaining which a framework of "ten important questions" is introduced. Finally, the chapter focuses on the importance of identifying patterns of classroom behaviour for effective management.

Classroom management is a multi-faceted concept. This chapter describes and discusses four major components of effective classroom management: the management of the physical environment, curriculum management, discipline management and the management of classroom procedures and rules. The related concepts and strategies which are discussed include: the use and decoration of classroom space; various principles for effective lesson planning and design; classroom rules and routines; and the use of punishment and rewards. Classroom management must go beyond merely the management of classroom behaviour - it is also about the management of learning. Classroom management as a whole is a complex task of designing an environment that facilitates better teaching and learning.

The WOWW (Working on What Works) program strives to empower teachers in regular and special education settings to recognize their own strengths as well as their students' strengths in setting goals and to work together in a collaborative manner. It was first developed by solution-focused brief therapy (SFBT) pioneers Insoo Kim Berg and Lee Shilts in Florida in 2002. After starting in Florida, the program was pilot tested in other states, including several schools in Chicago. There has also been work with Metropolitan Family Services of Chicago working in Chicago Public Schools (CPS) Community in Schools Programs. This chapter shares some of these preliminary findings on WOWW's success in helping students and teachers, as well as identifying challenges in implementing WOWW successfully in schools that may not yet be solution-focused settings for teachers and students. Specifically, it discusses how WOWW can begin to address three crucial areas in today's schools: increasing the classroom management skills of teachers to produce less burnout and higher teacher retention in challenging schools and ultimately better academic and social emotional/behavioral outcomes for students.

This chapter evaluates the effectiveness of early peer, school, and community interventions in preventing delinquency and later offending. The findings reveal that the community-based approach is usually not effective while little can be said about the effectiveness of peer-based programs to prevent delinquency. This chapter identifies four intervention modalities that were effective in preventing delinquency among youths in middle school and high school. These include school and discipline management, classroom or instructional management and the reorganization of grades or classes.

Good teachers are reflective practitioners: they are aware of and reflect on what is happening in the classroom. This chapter introduces the idea of an "inquiring classroom" in which teachers are critical of what they do and observe in class. Three kinds of reflection - technical, practical and critical reflection - are discussed, and a related concept called action research is introduced. Action research is a tool which helps teachers to reflect upon their own experience and construct action plans with a view to tackling any problems or improving situations which they may find difficult. It is also a good means for professional development. Other alternatives for dealing with classroom management issues are introduced, namely school action plans and personal management plans. These plans are effective for dealing with students' difficult behaviour at both the school and personal levels. Throughout the chapter, the use of systematic investigation and reflection upon teachers' experience in solving classroom management problems is emphasized.

There are various approaches and models to help teachers manage their classrooms. This chapter first introduces four major kinds of classification networks for classroom management and discipline, and then describes Ramon Lewis's framework which offers teachers a simple and practical strategy for dealing with misbehaviour. Lewis's framework incorporates various models into three simple approaches: teacher-oriented, student-oriented and group-oriented. Well-known models such as Teacher Effectiveness Training (TET), the Assertiveness Model and the Social Discipline Model are discussed in simple and practical terms.

A number of conclusions can be drawn about the state of evidence on the effectiveness of prevention and intervention programs to reduce serious offending in early adulthood. First, there are some promising signs that early prevention programs can produce lasting effects on offending and other important life-course outcomes into the early adult years. At the individual level, preschool intellectual enrichment programs look to be especially effective. At the school level, multi-component programs emphasizing classroom behavior management seem to be promising. Second, there are some promising signs that family-based interventions for adjudicated delinquents that operate outside of the juvenile justice system can reduce offending in early adulthood. These include multisystemic therapy and multidimensional treatment foster care. Third, the available evidence about intervention modalities used with both juvenile and adult offenders indicates that their effects are substantially similar. This generality across the major age divide in juvenile and criminal justice implies that such programs should be effective with young adult offenders as well. Fourth, there are a number of evidence-based programs for juvenile and young adult offenders that can produce monetary benefits that exceed costs. Gaps in knowledge and priorities for research are also discussed.

Chapter 4 begins with the idea of flexibility within structure, which can be used as a framework for preparation and planning of adolescent music classes. This approach both honors adolescent unpredictability and allows for fluctuation in music teaching that is contingent upon the current energy and mood exhibited by the students. Factors of classroom management and discipline are also addressed in this chapter, including focus on physical space of the classroom, engagement, interactions with music students and parents, preserving student dignity, and bullying. Ultimately, emphasis is placed on the notion that there is no one primary way to teach adolescent music students. Rather, the specific needs of students within varied teaching settings intersect with music educators’ individual philosophies of teaching adolescent music students, allowing thoughtful approaches to short-term planning, long-term preparation, and interactions with others.

This chapter examines one classroom that was being co-taught by two teachers at Fontaine High School in Wisconsin. During the 2009–10 academic year, the classroom teacher, Mrs. Shane, was hosting Mr. Kelly, who was completing his student teaching. This situation allowed for a fruitful comparison of two teachers' curricular and pedagogical approaches and classroom-management styles as directed toward the same group of students, and a comparison of the same students' responses to two different teachers. The chapter shows that the interactions and conversational patterns in Mrs. Shane and Mr. Kelly's classroom were shaped by a tension between Comprehensive Sexuality education ideals of human rights and equality on the one hand, and of scientific truth and rationality on the other. The process of translating these ideals into classroom interactions was influenced by relations of power and authority among teachers, students, and visitors, each of whom was marked by their age, gender, race, class, sexual identity, and life experiences.

Placing the larger concepts of MGML, the notions of child-centred learning and key ideas of J. Krishnamurti on education at the centre of analysis, this chapter documents the translation of these concepts in everyday classroom life in a rural context of the satellite schools of Rishi Valley. It explores the ‘School in a box’ tool used in these schools and its instrumentality in engendering classroom processes that re-center the child’s autonomy in the learning process by rearranging the use of time, space, objects, and teacher-student relationships in the classroom. It also explores the learning and living continuum between the school and community life, and corporeal experience of learning in the MGML classroom. It also discusses the challenges in the classroom including the management of multiple learning contexts in the MGML classroom and the dual role of the teacher as facilitator and continuous assessor.

The educational policy changes of the past 20 years have increased the focus on the provision of prevention services within schools, both for individual students and for social-emotional programming delivered in their classroom. Whether characterized as Response to Intervention (RTI), Positive Behavior Intervention and Supports (PBIS), or Multi-Tiered Systems of Supports (MTSS), the focus on a 3-tier framework of universal (Tier 1), selective (Tier 2) and indicated (Tier 3) has become one of the largest evidence-based framework ever scaled up within American schools, with over 19,000 schools across all 50 states having implemented PBIS by this writing. This chapter focuses on an example of a SFBT Tier 2 intervention, the Working on What Works (WOWW) teacher coaching intervention, that strives to create a better classroom climate for teachers and their students.

Learning takes place throughout the life span. It does not occur in isolation but in constantly changing contexts. With respect to formal education, context is shaped to a considerable extent by the school, the classroom, and the teacher. This chapter considers how various characteristics of educational contexts affect learning and what that might mean for designing ways to better educate deaf students and perhaps teachers of deaf students.

classroom management (physical setup, movement between classes, and group activities) and classroom discipline (the creation of rules and the application of consequences). Disruptions obviously interfere with instruction, and effective teachers employ instructional delivery strategies to limit disruptions and maximize learning. These strategies include organizing the classroom, establishing various routines, managing teacher-student interactions, asking questions that encourage thoughtful responses, guiding student-focused work, keeping the students engaged in the learning process, and differentiated instruction—customizing teaching to meet diverse students’ needs. The principles of guided practice are explained.

This chapter provides an overview of attachment theory as it relates to child flourishing in the elementary school classroom. It describes the implementation and results of the Child Development Project (CDP), a multiyear research and development project that applied attachment theory, along with constructivist, care, and self-determination theories, to the elementary classroom. The chapter provides detailed illustrations of the CDP program in one high-poverty classroom, as well as its use in a teacher education program, and the potential for and evidence of long-term effects on child flourishing in middle and high school follow-ups are discussed.