{"title":"First-year urban secondary teachers’ responses to problematic behavior","authors":"Madalina F. Tanase","doi":"10.1080/1045988X.2023.2177981","DOIUrl":null,"url":null,"abstract":"Abstract Many novice teachers leave the field shortly after being hired due to student problematic behaviors. Utilizing effective strategies is not easy, given the disconnect between what the teachers and the students perceive as appropriate behavior. In this study, the researcher analyzed some strategies first-year teachers used to stop and/or deescalate problematic behaviors in urban secondary classrooms. Twenty-two mathematics and science teachers participated in this study. Results show that the teachers stopped and/or deescalated problematic behavior by changing students seating, rewarding appropriate behavior, conferencing with the students, and soliciting parental and administrative support. For severe circumstances, when students engaged in fighting, teachers implemented emergency plans.","PeriodicalId":46774,"journal":{"name":"Preventing School Failure","volume":"67 1","pages":"209 - 220"},"PeriodicalIF":0.8000,"publicationDate":"2023-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Preventing School Failure","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/1045988X.2023.2177981","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
Abstract Many novice teachers leave the field shortly after being hired due to student problematic behaviors. Utilizing effective strategies is not easy, given the disconnect between what the teachers and the students perceive as appropriate behavior. In this study, the researcher analyzed some strategies first-year teachers used to stop and/or deescalate problematic behaviors in urban secondary classrooms. Twenty-two mathematics and science teachers participated in this study. Results show that the teachers stopped and/or deescalated problematic behavior by changing students seating, rewarding appropriate behavior, conferencing with the students, and soliciting parental and administrative support. For severe circumstances, when students engaged in fighting, teachers implemented emergency plans.
期刊介绍：
Preventing School Failure provides a forum in which to examine critically emerging and evidence-based practices that are both data driven and practical for children and youth in general and alternative education systems. Authors are afforded the opportunity to discuss and debate critical and sometimes controversial issues that affect the education of children and adolescents in various settings. Preventing School Failure is a peer-reviewed academic journal for administrators, educators, mental health workers, juvenile justice and corrections personnel, day and residential treatment personnel, staff-development specialists, teacher educators, and others. Our goal is to share authoritative and timely information with a wide-ranging audience dedicated to serving children and adolescents in general education, special education, and alternative education programs. We accept for review manuscripts that contain critical and integrated literature reviews, objective program evaluations, evidence-based strategies and procedures, program descriptions, and policy-related content. As appropriate, manuscripts should contain enough detail that readers are able to put useful or innovative strategies or procedures into practice.
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