Managing student behavior: how ready are teachers to meet the challenge?

摘要: ABSTRACT Educators face the dilemma of zero tolerance versus rejection. The pressure to maintain safe classrooms while simultaneously educating all students is a challenging proposition. This article used share data that were collected as part larger study on teachers' beliefs about their own self-efficacy regarding general classroom management skills and readiness (ability willingness) differentially implement specific behavior techniques meet needs individual students. secondary educators reported being significantly less able, willing, ready manage student behaviors than colleagues at lower grade levels. Suggestions for supporting teacher are offered. BACKGROUND OF THE PROBLEM Today's asked diverse students, including those with emotional or behavioral disorders (EBD). movement towards inclusion disabilities in education combined recent mandates requiring learners even exceed established curricular guidelines, makes it increasingly moral ethical responsibilities. Providing reasonable accommodations support progress both legal responsibility (Howell & Nelson, 1999). have been examining need provide different instruction better learning decades; yet, such must extend beyond academic realm into if EBD be provided an equal educational opportunity. Generally, learner disorder placed more restrictive setting other (Bradley, Henderson, Monfore, 2004). frequently suspended expelled from school non-disabled peers et al). Additionally, arrested (35% 13%, respectively). It essential use effective strategies social learners, especially who typically fared poorly school, realized. Nelson (2003) stated highly qualified personnel teach has reached critical level. He emphasized receptive host environment success these facilitated. Teachers report experiences discipline-related stress when attempting misbehavior (Lewis, 1999), but they also holding belief can effectively educate increased willingness persevere through tasks (Bandura, 1993). Similarly, strong sense self-efficacy, try new (Fuchs, Fuchs, Bishop, 1992), variety (Woolfolk, Rosoff, Hoy, 1990) enhanced. valuable wide repertoire options dealing because no single intervention children circumstances (Walker Shea, 1998). concept rests foundation differentiating discipline. Treder, Morse, Perron (2000) investigated relationship between perceptions include special needs. These authors noted teachers often would negatively impact class. today's varied not only academically behaviorally socially(Curwin Mendier, 1997). felt supported confident willing accommodate greater (Hamill Dever, …