scholarly journals Using Positive Behavior Role Plays to Prepare Teacher Candidates for the Classroom: An Exercise for Classroom Management

2020 ◽  
Vol 4 (2) ◽  
pp. p145
Author(s):  
Stefanie R. Sorbet ◽  
Candice Dowd Barnes
Keyword(s):  
Preservice Teachers ◽  
Classroom Management ◽  
Classroom Environment ◽  
Teacher Candidates ◽  
Behavior Management ◽  
Classroom Behavior ◽  
Teacher Education Programs ◽  
Or Practice ◽  
K 12 ◽  
And Behavior

Teacher education programs across the country may infuse the latest research and resources of best practices in managing a classroom but there are not many opportunities to practice guidance and managing classroom behavior unless it arises while teaching in the actual classroom. There is not often a time or place to “practice” managing the classroom environment or practice encountering misbehavior until the actual situation arises within a field placement in an elementary classroom of students. Role play allows preservice teachers to practice guidance and behavior management of K-12 students in the college classroom.

How the Match Gets Made: Exploring Student Teacher Placements across Teacher Education Programs, Districts, and Schools

2021 ◽  
pp. e20200014
Author(s):  
Elise St. John ◽  
Dan Goldhaber ◽  
John Krieg ◽  
Roddy Theobald
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Student Teaching ◽  
Student Teacher ◽  
Teacher Candidates ◽  
Mentor Teachers ◽  
Teacher Education Programs ◽  
Effective Teacher ◽  
Education Programs ◽  
K 12

Emerging research finds connections between teacher candidates’ student teaching placements and their future career paths and effectiveness. Yet relatively little is known about the factors that influence these placements and how teacher education programs (TEPs) and K-12 school systems match teacher candidates to mentor teachers. In our study of this process in Washington state, we find that TEPs and K-12 systems share overarching goals related to successful student teacher placements and developing a highly effective teacher workforce. However, distinct accountabilities and day-to-day demands also sometimes lead them to prioritize other objectives. In addition, we identified informational asymmetries, which left TEPs questioning how mentor teachers were selected, and districts and schools with limited information with which to make intentional matches between teacher candidates and mentor teachers. The findings from this study inform both practice and research in teacher education and human resources. First, they illuminate practices that appear to contribute to informational gaps and institutional disadvantages in the placement of student teachers. Additionally, they raise questions about what constitutes an effective mentor teacher and provide researchers and policymakers with better insight into the professional realities of teacher educators and K-12 educators, as well as those of district human resource (HR) coordinators, which is important given their differing accountabilities and distinctive positionings in the education of teacher candidates.

scholarly journals Challenges and encouraging educational practices: Observations from field experiences

2014 ◽  
Vol 5 (2) ◽  
Author(s):  
Belete Mebratu
Keyword(s):  
Classroom Management ◽  
Teacher Candidates ◽  
Classroom Teacher ◽  
Field Experiences ◽  
Teacher Education Programs ◽  
Classroom Teachers ◽  
Development Programs ◽  
Course Work ◽  
Need Support ◽  
Management Changes

This study is an analysis of the reported observations of teacher candidates about the challenges and encouraging practices at schools following their field experiences visits required to meet course work and licensure for teaching.  The findings of the study indicate that the participants of the study observed that classroom teachers face the challenges of too much workload, meeting the needs of too many students who need support, lack of resources, classroom management, changes of curriculum and policies, and meeting the needs of diverse students. The candidates, however, are encouraged by their observations of the use and applications of a wide variety of instructional approaches, the prevalence of a culture of a community of learners and co-operations, discipline systems, applications of technology and inspiring teachers’ professionalism and commitment to make differences in the lives of their students. Ways of addressing the observed challenges include measures of providing support staff and assistants to the classroom teacher, supplying classrooms with adequate resources, efforts to involve parents and guardians in the education of their children and in the affairs of schools, refocusing teacher education programs on those reported areas of challenges classroom teachers face, and ongoing in-service trainings and professional development programs for teachers.  

Teaching Diversity to Preservice Teachers: Encouraging Self-Reflection and Awareness to Develop Successful Teaching Practices

2014 ◽  
Vol 9 (2) ◽  
Author(s):  
Marla S. Sanders ◽  
Kathryn Haselden ◽  
Randi M. Moss
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Social Justice ◽  
Professional Education ◽  
Teacher Candidates ◽  
Culturally Diverse ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Preparation Programs ◽  
Diverse Schools

AbstractThe purpose of this article is to promote discussion of how teacher education programs can better prepare teacher candidates to teach for social justice in ethnically and culturally diverse schools. The authors suggest that teacher education programs must develop teacher candidates’ capacity to teach for social justice through preparation programs that encourage critical reflection and awareness of one’s beliefs, perceptions, and professional practice. The authors ask the following questions: How can teacher educators provide structures in professional preparation programs that will produce reflective practitioners? How might we prepare teacher candidates who are constantly thinking about how they perceive their students and their families and how those perceptions affect the way they relate to students? Through a discussion of five case scenarios, the authors discuss prior research on preparing teachers for culturally diverse schools and offer suggestions for improving professional education programs.

Teacher Identity, Growth Mindset, and Agency

2022 ◽  
pp. 119-135
Author(s):  
Diane LaFrance ◽  
Lori Rakes
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Teacher Retention ◽  
Classroom Management ◽  
Reflective Practice ◽  
Teacher Identity ◽  
Teaching Profession ◽  
Growth Mindset ◽  
Teacher Education Programs ◽  
Education Programs

This chapter discusses the problem of teacher retention as it relates to handling the unexpected, whether it be meeting the needs of all learners, classroom management, or any other problem teachers may encounter. The authors propose that teacher education programs can support the growth of preservice teachers by helping them to develop teacher identity early in their learning through experiences and autonomy. In addition, preservice teachers should develop a growth mindset to promote agency when encountering learning obstacles and to engage in reflective practice. By identifying as teachers, allowing themselves to grow, and being proactive in searching for ways to improve their practice, preservice teachers can better prepare themselves for the reality of teaching and, hopefully, remain in the teaching profession.

Preservice Teachers Consider Game-Based Teaching and Learning

2020 ◽  
pp. 240-255
Author(s):  
Nancy B. Sardone
Keyword(s):  
Preservice Teachers ◽  
Teacher Candidates ◽  
Instructional Strategy ◽  
Teaching And Learning ◽  
Teacher Education Program ◽  
Educational Games ◽  
Combination Strategy ◽  
Strategy Research ◽  
Teaching Content ◽  
K 12

Gaming has become a core activity with children and more teachers are using games for teaching content than they did five years ago. Yet, teachers report that they learn about game titles, impact studies, and facilitation techniques through their own initiatives or from other teachers rather than from their teacher education program. This chapter reports on a combined curricular strategy built on game strategy research that asked teacher candidates (n= 125) to discuss news headlines about games, play educational games, review games, and game research, teach others how to play educational games, and construct games. Findings reveal that candidates saw value in using games in K-12 to teach content, were able to develop assessments based on game content at a novice level, and were able to construct games either alone or in small groups. Educators contemplating gaming as an instructional strategy may be interested in the espoused combination strategy to encourage game adoption in K-12 settings.

Practice-Based Evidence: A Model for Helping Educators Make Evidence-Based Decisions

2018 ◽  
Vol 42 (1) ◽  
pp. 82-92 ◽  
Author(s):  
Barbara Fink Chorzempa ◽  
Michael D. Smith ◽  
Jane M. Sileo
Keyword(s):  
Preservice Teachers ◽  
Teacher Preparation ◽  
Problem Solving ◽  
Instructional Practices ◽  
Learning Outcomes ◽  
Teacher Candidates ◽  
Graduate Program ◽  
Evidence Based ◽  
Certification Programs ◽  
K 12

Within their teacher preparation courses and field experiences, preservice teachers are introduced to numerous instructional practices, not all of which are considered research-based. For this reason, instruction in how to evaluate the effectiveness of one’s practices is essential, but it is often a lacking component of initial certification programs. In this article, a flexible, problem-solving model for collecting and reflecting on practice-based evidence (PBE) is described. The model, utilized in a graduate program in Special Education, was designed to assist teacher candidates in evaluating the effectiveness of the practices they implement to optimize students’ learning outcomes. Implications for practice in the K-12 environment are also provided.

LD Consultant Information in Mainstreaming: Help Or Hindrance?

1984 ◽  
Vol 7 (1) ◽  
pp. 102-107 ◽  
Author(s):  
Stephen P. Safran ◽  
Robert S. Barcikowski
Keyword(s):  
Reading Achievement ◽  
Learning Style ◽  
Behavior Management ◽  
Classroom Behavior ◽  
Teacher Expectations ◽  
Management Strategies ◽  
And Behavior ◽  
The Impact ◽  
Instruction Effects

The purpose of this study was to assess the impact of information commonly disseminated by consultants on teacher expectations for mainstreamed LD students. After receiving varying combinations of positive and negative communications in the areas of reading achievement, classroom behavior and learning style, subjects completed the Regular Educator Expectancy Scale-Revised — an instrument developed to measure four areas of mainstreaming (Instruction, Effects on Others, Effects on the Child, and Behavior Management Strategies). Results indicated that teachers were differentially influenced according to the type of information received. Implications for the LD consultant are discussed.

scholarly journals Pre-service Teachers and Self-Efficacy: A Study in Contrast

2017 ◽  
Vol 8 (2) ◽  
pp. 66-76 ◽  
Author(s):  
Tori Colson ◽  
Kelly Sparks ◽  
Gina Berridge ◽  
Renee Frimming ◽  
Clarissa Willis
Keyword(s):  
Student Engagement ◽  
Classroom Management ◽  
Student Teaching ◽  
Effective Teachers ◽  
Teacher Candidates ◽  
Classroom Behavior ◽  
Diverse Classroom ◽  
Highly Effective Teachers ◽  
Sense Of Efficacy ◽  
The Impact

AbstractWith increased emphasis on student achievement in schools, teacher education programs are challenged to meet the demand for highly effective teachers. Ensuring that pre-service teachers feel confident in their ability to teach, prompted one Midwestern University to implement an extended student teaching placement. The idea behind this endeavor was two fold; first to provide future teachers a more robust and diverse classroom experience; and secondly to provide more opportunities for students to get experience in high-risk school settings. There is very limited research on the impact of year-long student teaching on a teacher’s sense of efficacy. The purpose of this study was to compare the efficacy of teacher candidates placed in a year-long student teaching placement to teacher candidates placed in a traditional one semester (16 week) placement. All teacher candidates completed a 24 questionTeachers’ Sense of Efficacy Scaleas well as nine demographic questions. The survey developed at Ohio State University by Tschannen-Moran and Woolfolk Hoy (2001), measures teacher attitudes towards working with students, student engagement, instructional practices, and classroom management. Specifically, the questions represent essential tasks in teaching such as assessment, differentiating lessons for individual students, dealing with students with learning challenges, repairing student understanding, and encouraging student engagement and interest. The results of the study indicated that pre-service teacher candidates in a year-long student teaching placement were more satisfied with their ability to engage students and manage classroom behavior than their counterparts in a traditional one semester placement.

scholarly journals The use of electronic feedback to strengthen teacher intervention beliefs, knowledge, attitudes and intentions

2019 ◽  
Author(s):  
◽  
Christa Beverly Diana Copeland
Keyword(s):  
Teacher Perceptions ◽  
Behavior Management ◽  
Classroom Behavior ◽  
Statistical Significance ◽  
Initial Assessment ◽  
Feedback Intervention ◽  
Teacher Supports ◽  
Part Time ◽  
K 12 ◽  
Business As Usual

The present study examined the efficacy and usefulness of an electronically delivered feedback intervention on overall teacher perceptions of classroom-based behavior interventions, implementation behavior and intentions. Participants consisted of 95, full and part-time elementary and secondary teachers across 13, public K-12 educational institutions in Missouri. Following an initial assessment, teachers were randomized to either a feedback intervention condition or control condition (i.e., business-as-usual). Findings indicated that teachers who received the intervention, which consisted of an emailed individualized feedback profile and access to a website with electronic resources, reported significantly increased self-efficacy and perceptions of evidence-based interventions at the 2-month follow-up, compared to teachers assigned to the control condition. Despite the lack of statistical significance across the other measured variables, effect sizes comparable to existing feedback and motivational interviewing literature, were found. Additionally, of the teachers who received the intervention, the majority provided positive feedback about its usefulness and feasibility, and reported being willing to recommend the use of the intervention to others. Limitations and future directions regarding the use of electronically-based teacher supports to enhance classroom behavior management, are discussed.

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