Preservice Teachers' Knowledge of Effective Classroom Management Strategies: Shy or Withdrawn Students.

摘要: This study identified preservice teachers' knowledge about effective and ineffective classroom management strategies. A group of 108 teachers at a southern rural public university generated strategies in response to hypothetical vignettes depicting shy withdrawn student behavior. Researchers coded the extended responses identify would not use manage students' behavior classroom. Data analysis indicated that teachers, or behavior, tended offer were similar those previous research. They preferred who treated students with respect, avoided sarcasm, used direct instruction, did make feel stupid. Students reported preferring such as talking student, involving whole class helping this rearranging facilitate interaction between other classmates. Strategies they considered included confronting front class, embarrassing using punishment. (Contains 11 references.) (SM) Reproductions supplied by EDRS are best can be made from original document. 00 Preservice 1 kr) rD Running head: PRESERVICE LI) Teachers' Knowledge Effective Classroom Management Strategies: Shy Withdrawn Lorna J. Lacina-Gifford Neelam Kher, Kyesha Besant Northwestern State University (LA) PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY