Literaturnachweis - Detailanzeige
Autor/in | Swick, Kevin J. |
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Institution | National Education Association, Washington, DC. |
Titel | Disruptive Student Behavior in the Classroom. What Research Says to the Teacher. |
Quelle | (1980), (34 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Monographie |
ISBN | 0-8106-1050-7 |
Schlagwörter | Administrator Role; Classroom Techniques; Community Influence; Discipline; Educational Environment; Elementary Secondary Education; School Community Relationship; Staff Role; Student Behavior; Student Evaluation; Student Teacher Relationship; Teacher Behavior; Teacher Role |
Abstract | Recent research suggests that student behavior is influenced by many factors, and teacher responses to disorderly conduct must be based upon a careful assessment of each student's current situation as well as of the teacher's own role in the classroom. This review of the literature discusses common factors affecting student behavior; underlines the need for identifying behavior problems early and communicating with students and parents; and suggests 15 positive responses to behavior problems that are suitable to different circumstances. Five teacher behaviors that can influence student behaviors are discussed: modeling good behavior, designing suitable learning spaces, interacting with students, responding to student attempts to improve, and assessing student learning for purposes of promoting development. The possible impact of non-classroom staff, the curriculum, and the community on both the development of and the solutions to behavior problems is also explored. The document concludes with a listing of the 70 references concerning student behavior and discipline cited in the literature review, and two dozen additional references on the topic. (Author/PGD) |
Anmerkungen | National Education Association (NEA) Distribution Center, The Academic Building, Saw Mill Road, West Haven, CT 06516 (Stock No. 1050-7-00; $2.00). |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2004/1/01 |