Effects of student teachers’ coping behaviour (original) (raw)
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Teachers'_ Emotional_ Educational_ Reactions.pdf
Disruptive behaviour and conduct problems among children have a significant effect in their school presence, and affect the quality of their interactions with their teachers. As a consequence, teachers face difficulties in their work, resulting in higher dropout rates and burn out, while students are not supported adequately. The present review discusses the need for teachers working with children exhibiting challenging behaviour to receive help from professionals, in order to gain better insight into the psychological processes of such children. Studying the interaction between disruptive children and their teachers within the classroom, it can be deducted that each child requires an understanding of the roots of their problematic behaviour, as it is critical to find out which clinical/ therapeutic or psychosocial/psycho-educational intervention fits best each case. The need for the implementation of a holistic model that incorporates therapeutic interventions in school is explained; it is critical to integrate counsellors, who will connect with the children and alleviate part of the stress that causes the disruptive behaviour. Meanwhile, the role of counsellors in this context should be to facilitate communication among students and teachers, helping the latter to gain a psychodynamic insight into each case, and to handle conscious or unconscious hostile feelings and rejecting attitudes toward the -problematic‖ pupil. Finally, key points are presented that summarize the steps that need to be done in order to develop a productive and functioning relationship among all parts within a school framework.
Coping Styles as Mediators of Teachers' Classroom Management Techniques
Research in education, 2011
Classroom management Classroom management skills are a signifi cant aspect of professional practice, with broad implications for student learning and welfare. In the most recent Phi Delta Kappa Gallup Poll of the public's attitudes towards the public schools in the U.S., lack of discipline was identifi ed as parents' second highest concern about schooling, after lack of funding for schooling (Bushaw and McNee, 2009). In addition, a 2009 OECD study on Teaching and Learning (TALIS), which surveyed principals and teachers in lower secondary schools across 24 countries identifi ed classroom disciplinary practice as a key factor in developing effective learning environments and highlighted its importance in relation to teachers' self-effi cacy. Recent research has addressed the effectiveness of a number of classroom management techniques (Lewis, 2001; Lewis at al., 2005). We have reported the impact of various techniques on levels of misbehavior and responsibility (Lewis, 2001; Romi et al., 2009), attitude to schoolwork, teachers and to the students who misbehave (Lewis, et al., 2008) and connection to school (Roache and Lewis, 2009). Some of these studies have been carried out in Australia and others in Israel and China. The overall results suggest those two techniques, hinting and involvement appears moderately successful in all three national settings. Recognition of responsible behavior, and discussions with misbehaving students about the impact their behavior has on other students, are clearly productive because students experiencing these techniques are more responsible, less distracted, and more positive towards their teachers and schoolwork. In contrast, teacher aggression, comprising strategies such as group punishment, humiliation and yelling in anger, appears to be associated more with student misbehavior and higher levels of negative student attitudes towards learning in classrooms in Israel, China and Australia (Lewis et al., 2005; Lewis et al., 2008). The role of punishment, defi ned by the application of a series of non-aggressive punishments which increase in severity when resisted or ignored, appears to be complex. When used in conjunction with more 'inclusive' techniques such as Recognition, Hinting and Discussion it promotes responsibility in students, but
Teachers coping with the stress of classroom discipline
Social Psychology of Education, 1999
Of all of the activities that comprise the role of a teacher, classroom discipline is one of the most significant. In selecting an approach to classroom discipline, some teachers experience, and have to deal with, tensions arising from their desire to use educationally justifiable models while still quickly gaining and maintaining order in the classroom. This paper examines teachers' estimations of the stress that arises when they are unable to discipline students as they would ideally prefer. More importantly, the way teachers cope with any stress which does arise is documented using the Coping Scale for Adults. The results indicate that teachers who report more stress are those most interested in empowering their students in the decision making process. Associated with increased concern is a greater use of Worry, Self-Blame, Tension Reduction, Wishful Thinking and Keep to Self. The most concerned teachers also express a greater tendency to get sick as a result of the stress. These data suggest the need for professional development curricula for teachers to assist them in effectively sharing power with students and in reflecting upon a range of more productive coping strategies.
Psychologyof Classroom Discipline
The ideas presented in these materials are drawn from several classical publications, and were refined in use by hundreds of students in the pre-service teacher education course in educational psychology at Southern Illinois University, Edwardsville. These materials profited greatly from the seriousness with which these students took their study of teaching and classroom management. Graduates of the teacher education program regularly rated that course as the most helpful one in the program. Gratitude is expressed to the twenty-five years of students who contributed to these materials.
Applying Coping Strategies in Classroom Management to Handle Students' Misbehaviour
PIONEER: Journal of Language and Literature, 2021
The objective of the study is to discuss the coping strategies to handle students' misbehaviour at a state senior secondary school in South Sumatera. In this study, the researcher investigated how an EFL teacher applied coping strategies in classroom management to handle students' misbehaviour. One teacher was recruited for this study, and semi-structured interview and observational were used in data collection. The study found there are several types of student’s misbehavior that often occured, such as cheating, talkativeness, obtuseness, and inattentiveness. The classification of students’ misbehavior was made in accordance with the research paper of Debreli and Ishanova (2019). However, there are categories not found such as moving around the room, annoying others, and stealing. Coping strategies that are considered most effective to handle students’ misbehavior are talking with students after class, calling the names, and giving praise.
Studia Anglica Resoviensia
Student practicum is an important part of teacher preparatory program. It is speculated that pre-service teachers who manage to complete their practicum with a sense of accomplishment and success are more likely to choose teaching as their ultimate career. However, before trainee teachers turn into fully-fledged, certified teachers, they need to work through the numerous challenges that student teaching poses on them. The literature adduced in the present paper points to a number of concerns that trainee teachers struggle with. First and foremost, they strongly complain about pupils' misbehaviour and lack of motivation. Other stated problems include trainee teachers' ineffective time and classroom management and feeling of anxiety that accompanies them throughout the whole period of practicum. In the present study we investigated the problems and worries of 108 student teachers majoring in English at the University of Silesia. The findings are congruous with the existing research in that pre-service teachers mostly struggle with pupils' misbehaviour, time management, stress and feeling of anxiety. This emotional strain is caused by a number of factors: lack of confidence in one's teaching skills, inability to introduce order and discipline, demotivated learners, being observed by a supervising teacher and conducting their first lesson.
Student-teachers’ emotionally challenging classroom events: a typology of their responses
Educational Studies, 2020
Direct interaction with students operates as the main source of teachers' job satisfaction as well as a cause of feelings of distress. Teaching student-teacher appropriate coping strategies might make direct interaction with students a source of greater job satisfaction. A typology has been developed of student-teachers' responses to stressful classroom events in secondary education with four types of coping: "Varying", "Being annoyed", "Problem-solving" and "Avoiding" varying along two underlying dimensions: avoidance-approach and calmnessagitation. The coping types particularly differed in the way studentteachers approached, tolerated, avoided or ignored the classroom event, how agitated they were and the length of the coping response. Implications for teacher education are discussed to support studentteachers with more approach-coping strategies instead of avoidancecoping strategies.