scholarly journals A Commentary on the misalignment of teacher education and the need for classroom behavior management skills

2020 ◽  
Author(s):  
Nathan A. Stevenson ◽  
Janet VanLone ◽  
Brian R. Barber
Keyword(s):  
Teacher Training ◽  
Behavior Management ◽  
Student Behavior ◽  
Classroom Behavior ◽  
Teacher Preparation Programs ◽  
Management Skills ◽  
Behavior Support ◽  
Preparation Programs ◽  
Teacher Training Programs ◽  
And Behavior

Teachers’ skill in fostering students’ engagement and limiting disruptive behavior is important for maintaining a safe, productive, and effective learning environment. Yet, teachers lacking specific training in classroom and behavior management continue to report higher levels of stress and are more likely to leave the profession (Ingersoll et al., 2018; Zabel & Zabel, 2002). Despite wide agreement from experts about the importance of developing classroom and behavior management skills, many teacher training programs do not require specified coursework or experiences to develop this skill set for teacher licensure or degree completion. In this article, we describe what we observe to be a disconnect between current requirements for and by teacher preparation programs, and the nature of adequate teacher training to appropriately manage and support student behavior. We argue that this disconnect currently contributes to a host of problematic outcomes observable in schools, including teacher attrition, racial disproportionality in discipline actions, and an over reliance on punitive and ineffective behavior support practices. We end our discussion with additional recommendations for improving teacher training and ensuring systems alignment.

Assessing Teachers’ Behavior Support Skills

2017 ◽  
Vol 40 (2) ◽  
pp. 128-139 ◽  
Author(s):  
Diane Myers ◽  
George Sugai ◽  
Brandi Simonsen ◽  
Jennifer Freeman
Keyword(s):  
Teacher Preparation ◽  
Classroom Behavior ◽  
Teacher Preparation Programs ◽  
Teaching Performance ◽  
Behavior Support ◽  
Preparation Programs ◽  
Empirically Supported ◽  
Sustained Use ◽  
Support Practices ◽  
Support Skills

In this article, the authors provide an overview of empirically supported practices and techniques for monitoring and assessing teachers’ use of effective behavior support practices. They focus on how teacher preparation programs, administrators, and supervising teachers provide pre-service teachers with helpful feedback on their teaching performance. In addition, they describe a behaviorally based conceptual model for assessing teachers’ fluent and sustained use of empirically supported classroom behavior support practices and provide recommendations for enhancing the preparation of pre-service educators.

The Keys to Managing Instruction and Behavior: Considering High Probability Practices

2017 ◽  
Vol 40 (2) ◽  
pp. 102-113 ◽  
Author(s):  
Justin T. Cooper ◽  
Terrance M. Scott
Keyword(s):  
Teacher Preparation ◽  
Student Success ◽  
Challenging Behavior ◽  
Behavior Management ◽  
High Probability ◽  
Management Strategies ◽  
Effective Instruction ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
And Behavior

Academics and behavior are inextricably linked, and as such, management of behavior should be considered not as an addition to the teacher’s repertoire of skills but as an integral foundational component of effective instruction. Paradoxically, teachers report that students with challenging behavior are both their greatest challenge and that behavior management is the skill with which they are least prepared in their teacher preparation programs. In this article, the authors first review a rationale for considering high probability practices as those that provide the best probability for student success. Next, they present a set of key teacher-implemented management strategies as an essential part of the curriculum for any prospective teacher.

Teacher Preparation Programs: A Comparative Study between the Kingdom of Saudi Arabia and Singapore, Japan and South Korea: برامج إعداد المعلمين: دراسة مقارنة بين المملكة العربية السعودية وكل من سنغافورة، واليابان، وكوريا الجنوبية

2020 ◽  
Vol 4 (47) ◽  
Author(s):  
Abdulaziz Matar Olyan Alenazi
Keyword(s):  
Saudi Arabia ◽  
Teacher Preparation ◽  
Teacher Training ◽  
South Korea ◽  
Training Programs ◽  
Teacher Preparation Programs ◽  
Practical Training ◽  
Kingdom Of Saudi Arabia ◽  
Preparation Programs ◽  
Teacher Training Programs

The present study is based on comparing teacher training programs in Saudi Arabia with teacher training programs in Singapore, Japan and South Korea, in order to find out the reality of these programs and detect similarities and differences among them and the study used the method of comparative analysis, and the tool was represented in a comparison card, which included the following aspects (the authorities supervising the teacher preparation programs - the duration and the system of teacher preparation - the criteria for accepting students - aspects of the teacher preparation program - the evaluation and testing system). One of the most important results of the study was the agreement of the Kingdom of Saudi Arabia and all the comparative countries that the Ministry of Education is responsible for teacher training programs. The study also showed that scientific research is part of the components of teacher training programs in the Kingdom of Saudi Arabia and Singapore. Based on the results, the researcher made a set of recommendations, the most important is: Benefiting from teacher training programs in South Korea by dividing the period of practical training into teaching assistance, teaching practice, school administration, and educational volunteer programs.

Course Content and Assignments of Teacher Preparation Programs in Vision

1991 ◽  
Vol 85 (3) ◽  
pp. 125-128 ◽  
Author(s):  
V.S. Stolarski ◽  
E J. Erwin
Keyword(s):  
Preservice Teachers ◽  
Teacher Preparation ◽  
Teacher Training ◽  
Visual Impairment ◽  
Training Programs ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Course Content ◽  
Course Syllabi ◽  
Teacher Training Programs

While the future of many teacher preparation programs in vision remains unclear, the national demand for teachers who are trained in blindness and visual impairment continues to soar. Course syllabi from teacher training programs in vision were collected to ascertain what teacher trainers think is important content for preservice teachers. The findings revealed that course content, assignments, and requirements tended to vary among programs.

The Place of Elderly Education Within Adult Education and Model Suggestions Regarding Elderly Education

2021 ◽  
pp. 508-522
Author(s):  
Pelin Pekmezci ◽  
Hülya Öztop
Keyword(s):  
Adult Education ◽  
Elderly People ◽  
Environmental Conditions ◽  
Behavior Management ◽  
Review Of The Literature ◽  
Management Skills ◽  
Self Confidence ◽  
Audiovisual Perception ◽  
And Behavior ◽  
Skills Education

Elderly education helps to prevent cognitive regression in the areas of memory, attention, audiovisual perception, language-usage ability, and behavior-management skills. Education provides elderly people with self-confidence and independence; it helps them more effectively cope with changing environmental conditions, increases their potential to contribute to society, and gives them opportunities to share their experiences with their and with individuals of younger generations. This study used a review of the literature to examine the place of elderly education within adult education by focusing on how resources are developed, as well as focusing on the development of a proper scope of these resources. Accordingly, this study aimed to determine the following: the extent to which elderly education is affected by social change, those factors to be considered while planning elderly education, and the areas and subjects in which elderly people need education.

Experience of bullying among Bhutanese college students: implications for teacher formation programmes

2019 ◽  
Vol 0 (0) ◽  
Author(s):  
Ugyen Choden ◽  
Kezang Sherab ◽  
John Howard
Keyword(s):  
College Students ◽  
Vital Role ◽  
College Campuses ◽  
Teacher Preparation Programs ◽  
Prior Learning ◽  
Preparation Programs ◽  
Teacher Formation ◽  
Teacher Training Programs ◽  
Negative Impacts ◽  
Teacher's Beliefs

Abstract Bullying in schools and colleges/universities has significant negative impacts on individuals and learning environments. Much of the evidence comes from school studies. This study, the first of its kind in Bhutan, explores the experience of bullying among college students. The study employed a self-administered survey to a representative sample of 2471 (male = 1242 and female = 1191) college students with mean age 21.5 years, from eight of the 11 college campuses across Bhutan. The findings indicate that bullying is not an uncommon experience amongst the college students; both as victims and victimizers. Implications for relevant stakeholders in Bhutan, and elsewhere, and recommendations to address the issues are presented, especially as they relate to teacher formation (teacher training programs). Although teacher formation is largely dependent on a pre-service teacher’s beliefs and prior learning experiences, teacher preparation programs play a vital role. Recommendations for further research are also provided.

Managing Behavior or Promoting Engagement?

2019 ◽  
Author(s):  
Jeff Thomas
Keyword(s):  
Behavior Management ◽  
Student Behavior ◽  
Teaching And Learning ◽  
Classroom Behavior ◽  
Well Being ◽  
Student Behaviors ◽  
Student Centered ◽  
Classroom Behavior Management ◽  
Wrong Direction ◽  
Increasing Trend

Classroom behavior management has consistently been recognized as a central issue of importance in staff well-being, student success, and school culture. For decades, theories and models on how best to “manage” the behavior of students for a productive classroom have showed an increasing trend away from teacher-controlled reactive approaches to misbehavior toward more student-centered strategies to prevent misbehavior. Focusing on managing student behavior, either reactively or proactively, is coming at the problem from the wrong direction. The student behaviors that most affect teaching and learning in our classrooms are low-level disruptive, or “disengaged,” behaviors. These disengaged behaviors are best understood as indications of a student’s weakened affective or cognitive engagement with school. Schools wishing to have less disengaged behaviors need to refocus their lens on these behaviors, from how to “manage” them to how to strengthen targeted areas of engagement. This has direct implications for reforming classroom practices as well as school polices on behavior management.

You Can Help Every Provider Have a Better Understanding of Functional Behavior Assessment! A Review of the Website: Basic FBA to BSP

2017 ◽  
Vol 26 (3) ◽  
pp. 152-154 ◽  
Author(s):  
Gwendolyn Joy Shultz ◽  
Nathan Havens ◽  
Beth Newberry Gurney ◽  
Jon Burt
Keyword(s):  
Classroom Behavior ◽  
Functional Behavior Assessment ◽  
Behavior Assessment ◽  
State University ◽  
Behavior Support ◽  
Functional Behavior ◽  
Portland State University ◽  
And Behavior ◽  
Support Plan ◽  
Analyze Data

Managing problematic classroom behavior is a challenge for many teachers, regardless of population. The website, www.basicfba.com , designed by researchers at Portland State University, offers teachers and practitioners a wealth of materials to assist them in conducting and maintaining a functional behavior assessment and behavior support plan. Tools are also provided to allow participants to graph and analyze data. This article gives an overview of the resources available and how they may be used.

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 Modern Teacher Education - Supporting the Vast Landscape of 21st Century Pedagogy

2021 ◽  
Author(s):  
Dr Joshua C. Elliott ◽  
Dr Craig S. Tunks
Keyword(s):  
Learning Styles ◽  
Digital Natives ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Specific Content ◽  
Grade Levels ◽  
Use Of Technology ◽  
Support Tools ◽  
Teacher Training Programs ◽  
The Many

Learners have changed; Teaching has changed; Expectations have changed. How to best support modern learners is the challenge of all educators at all grade levels. The students of today are sophisticated users of technology, they are multitasking constantly and can sometimes be more comfortable with the technology than they are interacting with teachers and peers in the real world. Marc Prensky described them as “Digital Natives” over 10 years ago implying that they are efficient users of technology. This is not always the case. While they are exposed to various technologies and can successfully use them outside the classroom their use of these same tools as learning support tools can be lacking. Digital natives have different learning styles and different concerns than previous students. Educators need to keep up with this changing landscape and need to learn, develop and innovate new ways to support todays’ learners. Supporting today’s learners now requires more than just educating them in a specific content area but also includes supporting them in the use of technology tools in an education setting. Supporting educators through areas of primary training such as teacher preparation programs and degree programs are one way to accomplish this but also the many credible teacher training programs that provide experience, peer support or certifications are also excellent tools. Through this chapter we will take a close look at pedagogy, learning styles, support tools, and the skills needed to be a modern educator.

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