Dealing with Student Misbehavior in Urban Settings

Madalina Tanase

doi:10.7176/jep/11-7-07

Abstract

Issues with classroom management are the main reason teachers quit the profession. Effective classroom management starts with the teacher, as the ability to manage the environment is critical in designing productive environments. Utilizing effective strategies is a challenging task due to the disconnect between what the teacher and the students consider inappropriate behavior. In this qualitative study, the researcher conducted interviews with twenty-two novice teachers in urban schools in the United States while discussing some classroom management strategies they used in their secondary mathematics and science classrooms. Results show that the participants successfully used nonverbal and verbal interventions to deal with minor behaviors. Keywords: urban setting, classroom management, verbal interventions, non-verbal interventions DOI: 10.7176/JEP/11-7-07 Publication date: March 31 st 2020

Highlights

Introduction and Review of Literature1.1 Classroom Management: A Perpetual Issue in the Schools Disruptive behaviors continue to be problematic in US classrooms (Farah 2017; Reinke et al 2014)
Its strength lies in its effectiveness to redirect misbehaviors without disrupting the class: “Proximity I think is the best because you can keep on teaching while walking around,” Ethan stated, while Mitchell echoed, “Proximity is what I try to do first, otherwise I quietly tell them, go ahead and put your phone away.”
Anna used proximity because of its element of surprise, “Proximity is the main one I like to use because I guess many of them don't think that I see what they're doing or notice what they're doing for some reason.”

Summary

Introduction

Introduction and Review of Literature1.1 Classroom Management: A Perpetual Issue in the Schools Disruptive behaviors continue to be problematic in US classrooms (Farah 2017; Reinke et al 2014). This may have negative effects, as students believe teachers are incapable of managing their classrooms, and lose confidence in the teacher’s ability (Teaching Tolerance 2016).

Results

Conclusion