Abstract: "Engaging Minds: Learning and Teaching in a Complex World" involves readers in a stimulating, informative, comprehensive exploration of teaching and learning. It prompts examinations of the complexities of learning, pedagogy, and schooling while refusing simplistic notions or unresolvable tensions that sometimes infuse popular debates. A variety of sophisticated, interactive pedagogical features and graphic displays draw readers into new ways of thinking about and responding to the ideas and information presented. Topics include: * the biological and social roots of perception; * historical and contemporary perspectives on learning; * emergent understandings of intelligence, creativity, and diversity; * complexities and contingencies of self concept; and * technology, its impact on cognition, and its place in schooling. In addition to conceptual reviews of these topics, the text provides elaborated descriptions of many specific teaching events, in different subject areas and at all age levels, followed by interpretations which include suggestions for teachers. Written by authors with over 60 years collective experience as teachers at all levels of formal education, "Engaging Minds" offers fresh and insightful perspectives on topics such as lesson planning, classroom management, assessment and evaluation, learner diversity, inclusivity, and technology. It will be of interest to undergraduate students in teacher education, experienced teachers, and graduate students. This is an ideal text for courses in curriculum and instruction, curriculum and learning theory, social foundations of education, human development, or an excellent companion volume for any subject-specific teaching methods course.

Abstract: A comprehensive elementary school program, the Child Development Project, was conducted in two schools in each of six school districts over a three-year period Two additional schools in each district served as a comparison group The program attempts to create a 'caring community of learners' in school and classroom through classroom, schoolwide, and parent involvement components The classroom component includes student collaboration, a literature-based approach to reading, and a student-centered approach to classroom management Classroom observation, student questionnaire, teacher questionnaire, and test data were collected in a baseline year and in each of the three years of program implementation Results showed positive student results in the five program schools that made significant progress in implementation Schools that progressed in implementation showed gains – relative to their comparison schools – in students' personal, social, and ethical attitudes, values, and motives Significant effects on academic achievement were found only in two schools with a performance-based assessment and a highly consistent local reform mandate Modeling analyses indicated that student sense of community was an important mediating variable for almost all dependent variables – indicating that the program produced positive effects to the degree that it was successful in establishing a caring community in the school

Abstract: Current and future teachers in the United States are and will be majority White, monolingual, and female (Cushner, McClelland, & Safford, 1996); the demographic profile of students indicates that they are and increasingly will be children of color and second-language learners (Hodgkinson, 1985; Pallas, Natriello, & McDill, 1989). This cultural and linguistic mismatch between teachers and students is a critical issue for teacher educators. This mismatch dramatically affects future teachers and their students. For example, what happens when a 22 year-old, White, middle-class, monolingual female teacher candidate from a rural university completes her student teaching in an urban classroom, populated with second-language learners and children of color? With her, she brings a certain cultural, racial, linguistic, and economic background as well as expectations for urban life, children, schools, and communities. Her expectations probably are not based on firsthand experiences in urban settings. How does her experiential background affect how she approaches this urban experience and subsequently conducts her classroom? What expectations does she have for urban students and the community, and how do these expectations shape her behavior? Does she prepare curricular materials for gifted and talented children, or do her lesson plans focus on remediation? Does her classroom management strategy indicate that she expects most of her students to be well behaved and naturally motivated, or does she assume that they are difficult or not interested ? Does she make frequent attempts to keep parents informed and conduct regular home visits, or does she avoid parents and after-school activities because she feels unsafe in the school neighborhood? Many future teachers show a preference for teaching children whose backgrounds are similar to their own, perhaps assuming that they are ill prepared to teach other people's children (Delpit, 1995). The literature on preparing teachers for diversity indicates reluctance by future teachers to work in urban schools serving students of color (Wolffe, 1996; Zeichner, 1996; Zimpher, 1989). Haberman (1994) points out that it is not by chance that 70% of the teacher education graduates in Wisconsin do not take jobs (p. 167), explaining that the available jobs are in urban settings where Wisconsin graduates do not want to work. Many of these teachers will spend at least part of their teaching careers in urban classrooms or with children of color. Not only will they find themselves in schools where they differ in language and culture from many of their students; they probably will differ in socioeconomic class as well. What is the cultural, racial, linguistic, and socioeconomic profile of current and future teachers? Approximately 88% to 90% are European-American middle class and two thirds are women ... (and) less than 5% ... claim fluency in a language other than English (Cushner et al., 1996). The majority of teacher education students come from rural or suburban communities; one important reason for attending their teacher education institutions is its proximity to their homes. Zimpher (1989), in her report on the RATE studies, indicated that only 15% of teacher education students indicated that they would like to teach in urban settings. The profile of current and future students in the United States is very different from that of future teachers. In the 1980s, approximately 25% of United States school-aged children lived in poverty; 15% were physically or mentally handicapped; 15% were second-language learners; 14% were children of teenage mothers; 10% had poorly educated parents; and 25% to 33% were latchkey children (Hodgkinson, 1985). Current school populations in Arizona, California, Colorado, New Mexico, and Texas are already majority minority (Cushner et al., 1996, p. 10). Immigration and birth rates will cause the population of students of color to increase (Hodgkinson, 1985). …

Abstract: While covering the basic concepts of psychological theory as it applies to education, child development, human learning and behavior, classroom management and assessment, this text is written from the point of view that teaching is both an art and a science It is the first text to offer a practitioner-researcher model of teaching in which both pre-service and in-service teachers learn to integrate observational skills and hypothesis testing into their classroom teaching as a way of constantly checking research and theory against demonstrated results Based on the practice of Action Research, it challenges students to become critical thinkers both as immediate consumers of teacher training courses and later as classroom teachers

Abstract: In Norwegian primary and secondary schools, approximately 5% of the pupils are bullied persistently, and about the same percentage of the pupils bully regularly. Three national programs to counteract bullying in schools are described and discussed. The first one was conducted in 1983, and the second one in 1996. A third, very comprehensive 3-year program is decided and will be started about 2000. The content of these national programs has changed gradually, from being rather bullying and intervention focused to being more preventive and comprehensive. Improvement of the school as an organisation and improved, general classroom management are two central aspects in the recent approach, which is supposed to have multiple effects. Also, the support system for the schools to implement and maintain a national program has developed, and it includes researchers, personnel from Educational Psychological School Services (EPSS) and headteachers in the forthcoming program. Research, which has promoted these changes in content and support system, is discussed.

Abstract: The study focuses upon teachers' perceptions of school behavior problems and preferred classroom management actions. Two hundred elementary school teachers were evaluated with a questionnaire comprising assessment of causal attributions and goal-directed behavior on the part of the teachers, when dealing with classroom misbehavior problems. Internal student-related attributions were those most frequently adopted by the teachers, even though teachers' explanations varied significantly across school problems. Misbehavior-related attributions were significantly associated with teachers' preferred practices. The authors' results support the application of psychological principles to educational practice through an understanding of teachers' discipline-related theories. (Abstract Adapted from Source: Psychology in the Schools, 2000. Copyright © 2000 by John Wiley & Sons, Inc.) School Personnel Perceptions Teacher Perceptions Student Behavior Elementary School Student Child Behavior Child Problem Behavior Classroom Behavior Classroom Management Classroom Discipline Behavior Perceptions 02-02

Abstract: Introducing change a background to teaching English organizing a lesson to teach vocabulary, grammar and functional language organizing a lesson to teach the four language skills ideas for teaching vocabulary ideas for teaching grammar ideas for teaching functional language ideas for improving reading ideas for improving listening ideas for improving writing ideas for improving speaking ideas for improving proununciation role plays, projects and presentations testing planning and classroom management ideas for teaching large classes pair and group work using the blackboard using resources.

Abstract: The Complex Nature of Motivation Motivating Students to Learn A Framework for Motivating Students Motivational Strategies Concerning Instruction Motivational Strategies Concerning Evaluation and Recognition Academic and Behavioral Expectations Motivating Hard-to-Reach Students

Abstract: For many graduate teaching assistants, the task of planning, organizing, motivating, and controlling classroom environments can be overwhelming. Empirical research pertaining to major classroom management problems experienced by TAs is scarce. This article is a report of a survey study regarding TA classroom management at a large, land-grant Research 1 University. The study provides specific information about TAs' perceptions of classroom management experiences and concerns based on TA type, gender, teaching experience, and academic discipline. The results of the study indicate that international and U.S. TAs experienced many common problems, but each of the two types of TAs also had unique problems. More U.S. TAs than international TAs reported experiencing classroom management problems. The years of TA teaching experience were significantly related to the number of classroom management problems and concerns TAs reported. Regression analysis revealed that TA type, teaching experience, and academic discipline, but not gender, were significant predictors of classroom problems and concerns. Discussion of the results, implications, and suggestions for further research are included.

Abstract: The intent of this article was to present an on-going line of research that has focused on the design of an effective, easily implemented, economical, and parsimonious treatment for disruptive classroom behavior in both general and special education students. This multi- component treatment has evolved to include mystery motivators, token economy with response cost, and antecedent strategies (i.e., public posting of classroom rules, and teacher movement) delivered within a group contingency format. Based on report data, the treatment in this research was well received by the teachers and students. Further, due to the substantial treatment effect, ease of implementation, and relatively low investment of teacher time, the multi-component intervention became a consistent choice by the teachers for classroom management. © 2000 John Wiley & Sons, Inc.

Abstract: 1 Sink Or Swim-You're On Your Own 2 From Master Teacher To Masterful Mentor 3 Assessing Your Coaching And Mentoring Aptitude 4 Sizing Up The Situation Competency Training Modules Competency 1: Understanding The Coaching And Mentoring Role Competency 2: Promoting Collaborative Learning Competency 3: Nurturing The Novice: Activate Cognitive Coaching Competency 4: Developing Your Performance-Coaching Skills Competency 5: Modeling And Coaching Effective Teaching Standards Competency 6: Modeling And Coaching Effective Classroom Management Standards Competency 7: Displaying Sensitivity To Individual Differences Among Learners Competency 8: Willingness To Assume A Redefined Professional Role Appendix A: Internship Evaluation Form Appendix B: Mentor Teacher Preference Checklist Appendix C: Mentoring Agenda For Cooperating Teachers Appendix D: Agenda For First-Year Teacher Mentors Appendix E: First-Year Teacher Checklist And Reminders Appendix F: Criteria For Unit Plan Evaluation Appendix G: Lesson Plan Template Appendix H: Classroom Management Plan Template Appendix I: Daily Reflection Guide

Abstract: Candidates at NCATE-accredited schools of education in the new millennium will experience a focus on performance unlike any seen by candidates in the 20th century, according to Mr. Wise and Ms. Leibbrand. Subject-matter knowledge alone is not enough to ensure effective teaching. IN REVIEWING the literature of education reform from the last decade, one finds a sharp difference of opinion regarding how to improve teacher quality. Members of the profession and many policy makers believe that teachers should be well grounded in the content they plan to teach and have a firm grasp of how to teach it effectively to a diverse community of students. The 'how to teach' part includes knowledge of child and adolescent development, instructional strategies for various types of learners, assessment and evaluation strategies, classroom management, strategies for teaching those of differing abilities, and so on. This research-based knowledge is gained through formal study and supervised practice over time in clinical settings. A few members of the education community and some policy makers, on the other hand, have a different view. They claim that teachers need only subject-matter knowledge in order to teach well. They argue, in effect, for an end to state licensing of teachers ' for complete deregulation of entry to teaching. These two views lead to wide variances in policy formation at all levels. Moreover, both views have support in teacher policy development, which gives a schizophrenic character to policy efforts and results. The 'deregulators' would allow those who hold any bachelor's degree to enter the classroom. This group is not clear about how it expects decision makers to judge whether candidates have mastered subject-matter knowledge, since they are skeptical of content-related portions of teaching tests. The group does support the measures some states have taken to handle teacher shortages: issuing 'emergency certification' to allow individuals with little or no teacher preparation to assume responsibility as full-fledged teachers. Such provisions were quite popular in the 1960s. And despite their disastrous consequences in the 1960s and 1970s, they are once again being resurrected to serve as a quick fix to a complicated problem as teacher shortages become more severe in certain subjects and in certain geographic areas. However, there is a growing awareness that emergency certification has not raised student achievement. Now the current Administration is calling for 'fully licensed' teachers in the classroom as a provision in the proposed reauthorization of the Elementary and Secondary Education Act. The significance of this proposal cannot be overestimated. For the first time ever, a federal Administration has called for fully licensed teachers to teach our nation's children. Why? Research has demonstrated that teachers who are fully licensed are more effective than those who are not.1 On the state and local levels, steps are being taken to support teacher knowledge, teacher development, and clinical practice. States that believe in the value of teacher preparation devise policies governing accreditation, state licensing, and meaningful professional development. Institutions that value teacher preparation demonstrate their commitment by meeting professional accreditation standards, by instituting and supporting professional development schools or clinical practice schools, by creating programs that help candidates develop competencies assessed through the National Board for Professional Teaching Standards, and in other ways that embrace teaching as a knowledge-based profession. On the other hand, states and districts that have a problem with teacher supply or that do not see the value of teacher preparation create quick alternative routes to teaching. The goal is to bypass 'those education courses,' which are seen as unnecessary hurdles that teacher candidates must jump over in order to gain a license. …

Abstract: This article provides a contemplative, research-based discussion of classroom management by examining classroom rules. The introduction contains a discussion establishing the importance of effective classroom management strategies. The article also provides a consideration of the literature to gain a better understanding of ineffective and effective rules.

Abstract: This paper is an analysis of research on problems experienced by student teachers as they complete student teaching. Findings from ten journal articles and four microfiche documents are categorized according to a model of teacher development based on Frances F. Fuller's (1969) three-stage model of Teacher Concerns: concern with self, with task, and with impact. Five themes of primary concern emerged from the literature. Three are aspects of concern with self: discipline in classroom management, personal and institutional adjustments, and personal characteristics. The other two relate to concerns about managing teaching tasks: teaching methods and strategies, and working with special needs students. None of the concerns of the student teachers had reached the third level of concern, their effect or impact upon students, which was found by Fuller in teachers who had resolved their concerns in the two earlier levels. More than two decades ago, Lock (1977) suggested that more attention be given to the types of concerns student teachers face, which would help to improve the preparation of teachers. A decade later, Doebler and Roberson (1987) wrote that negligible research had been conducted on the perceived problems of student teachers. These assertions still hold true. The study of problems faced by student teachers is important and warranted. The more known about the difficulties which student teachers encounter and the sources of their concerns, the better the chances for eliminating the problems and enhancing every student teacher's chance for success (Doebler & Roberson, 1987; Roberson & Doebler, 1989). In addition, many problems faced by student teachers could possibly be an omen of future conflicts (Briggs & Richardson, 1992). Therefore, the aim of this paper is to analyze the research on problems of student teachers, determine recurring themes, synthesize findings, and categorize them according to an acceptable model of teacher development. There are numerous studies that combine student teachers and beginning teachers as the subjects for study. These two populations, however, are discernibly different. Student teaching is the end product of the teacher education program; it takes place in a public school and is a full-time experience for 10-12 weeks (Guyton & McIntyre, 1990). On the other hand, beginning teachers are those in their first, second, or third full-year of teaching (Veenman, 1984). While the research dealing with beginning teachers has implications for student teachers, this writer concurs with Ryan, Newman, Mager, Applegate, Lasley, Flora, and Johnston (1980). Ryan et al. (1980) who contend that the student teacher's classroom is different from the teacher's classroom. Student teachers are empowered because they have the support and assistance of a master teacher in the classroom; only the best classes are selected for training. Furthermore, student teachers do not have the same degree of legal, professional and ethical responsibility as the teacher (Ryan et al., 1980). Therefore, student teachers' experiences do not closely parallel beginning teachers. According to Watts (1987), most of the research conducted on student teaching fails within one to five categories: student teacher attitudes and personality characteristics, the socialization of student teachers, predictors of success in student teaching, interpersonal relationships in student teaching, and experimental attempts to modify student teacher behaviors. None of Watts' categories focus on the concerns or problems that student teachers encounter. Guyton and McIntyre (1990) declared that some research on student teaching have been of the black box variety. That is, data collected before and after student teaching are compared, without any information about what goes on during student teaching. Hence, this study will explore what takes place during student teaching, problems encountered. …

Abstract: In an effort to share the good news about what can be done to increase learning and achievement for students in high poverty schools, the research has been combed to pinpoint instructional and organizational factors that lead to student success. Specifically examined were how and why some schools across the country are attaining greater than expected reading achievement with populations of students who are at risk for failure by virtue of poverty. Emphasis is on the terms "instructional" and "organizational," for a thorough reading of the research leads to the conclusion that only when both classroom level (instructional) and school level (organizational) are attended to can aspirations be met to improve literacy for all students. A review of the literature on effective teachers and schools is "surprisingly convergent." Effective teachers have excellent classroom management skills and provide scaffolded, balanced literacy instruction, often in small groups, characterized by explicit instruction in skills and strategies as well as frequent opportunities for students to read, write, and talk about text. Effective schools are typically characterized as learning, collaborative communities in which staff assume a shared responsibility for all students' learning, monitor progress as a way of planning instruction for groups and individuals, help one another learn more about the art and science of teaching, and reach out to the families they serve. (Contains 3 tables and 29 references.) (NKA)

Abstract: Expert and beginning principals viewed a classroom teaching episode of a seventh grade mathematics classroom for teacher supervision purposes. After the first viewing participants were asked questions about classroom management and instruction, about the skills of the teacher, and about recommendations they would make for improvement. After a second viewing, similar questions were asked. Differences between groups were found in their understanding of classroom teaching and their abilities to evaluate and make recommendations for the improvement of teaching. This study indicates that important differences will occur in the supervision experience for teachers depending on whether an expert or novice principal supervises them. Findings from this study have implications for the development of preservice and inservice training programs and induction experiences for new principals.

Abstract: The primary objective of this study was to investigate differences in classroom management perceptions and beliefs between traditionally trained beginning student teachers; alternative certification (AC) program participants; and traditionally trained (TC) experienced teachers. Since AC participants tended to be older than their student teacher counterparts, it was hypothesized that age could account for differences in beliefs regarding classroom management style. A second objective of this study was to determine if a relationship existed between age and perceptions of classroom management style. Data were collected from a total of 388 participants via the Attitudes and Beliefs on Classroom Control (ABCC) Inventory and a demographic questionnaire. Results revealed that AC and TC participants were significantly more controlling than student teachers on two of the three sub-scales of the ABCC (people management and behavior management). A statistically significant correlation was also found between subjects' age and the people management sub-scale. Implications for future research and practice are discussed. (Contains 37 references.) (Author/SM) Reproductions supplied by EDRS are the best that can be made from the original document. Classroom Management I Running Head: CLASSROOM MANAGEMENT Teacher Experience, Training, & Age: The Influence of Teacher Characteristics on Classroom Management Style Nancy K. Martin E-Mail: nmartin(eautsa.edu Voice Mail: 210-458-5426 The University of Texas at San Antonio Alan R. Shoho The University of Texas at San.Antonio PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY

Abstract: CALLS for curriculum reform in secondary and undergraduate education emphasize the need to teach science in a ‘‘hands-on,’’ ‘‘minds-on’’ investigative way that engages students in active inquiry. For example, a National Science Foundationsponsored panel of scientists, mathematicians and engineers recommended that the focus of new programs ‘‘. . . be on open-ended activities that enhance skills of observation and discovery, hypothesis formation, testing and evaluation (Division of Undergraduate Science, Engineering, and Mathematics Education, 1990). In a similar vein, the American Association for the Advancement of Science (1990) recommended that ’’. . . science should be taught as science is practiced.’’ Many of the ‘‘How-To-Do-It’’ lessons published in this journal are excellent examples of how to implement open-ended inquiry with its emphasis on hypothesis generation and test. For example, Johnson (1998) presented an active inquiry lesson on cellular respiration. Favero (1998) used an open-ended lesson on potato chip ‘‘double-dipping’’ to introduce the scientific method. And Maret & Rissing (1998) used a learning cycle approach with its instructional phases of exploration, term introduction and concept application to introduce the concepts of natural selection and genetic drift. Although our department’s efforts at curriculum reform embody the goal of ‘‘teaching science as science is practiced,’’ and several of our courses utilize the learning cycle teaching methodology, we have found that many of our new graduate teaching assistants have little, if any, experience in inquiry teaching. Therefore, when they first attempt to teach inquiry lessons, they often encounter classroom management problems. The purpose of this article is to briefly describe how some of these problems have been identified and to suggest solutions. The intent is to provide teachers new to the inquiry classroom with a list of potential problems and solutions so that they can either avoid such problems altogether, or reduce their severity.

Abstract: Our current national conversation concerning school violence and student discipline is often focused on reactive measures. Ms. Landau and Mr. Gathercoal suggest a better approach. KEEPING schools safe while preserving productive learning environments is an increasing concern for educators everywhere. Teachers and administrators are seeking strategies that will help students learn to act respectfully and responsibly. Researchers who are also teachers, administrators, and specialists in Michigan, Minnesota, and Oregon are documenting how the constitutional language of rights and responsibilities, incorporated into a democratic management framework called Judicious Discipline, can support equitable, respectful, and safe classroom environments. Recent studies have focused on incorporating the language of citizenship rights and responsibilities into class meetings to teach positive goal setting and peaceful conflict resolution. An Overview of Judicious Discipline Judicious Discipline is a comprehensive approach to democratic classroom management that is based on the constitutional principles of personal rights balanced against societal needs.1 This framework gives students opportunities to practice exercising their own rights and their responsibilities to protect the needs of others to be safe, healthy, and undisrupted. What makes Judicious Discipline unique is the constitutional language that is used to promote reasoned decision making and a peaceful school climate. Teachers who are using Judicious Discipline begin by teaching students about their personal freedoms. Young students might be taught simply that they have the right to be themselves. Older students might be told that the rights they have in school come primarily from the First, Fourth, and 14th Amendments.2 Some teachers introduce these rights as part of a social studies unit. However, in middle or high schools where teachers might never be responsible for teaching social studies, Judicious Discipline is equally effective as the framework for all management decisions. The next step is to teach students that rights in a democracy must always be balanced with social responsibilities. Judicious Discipline offers four compelling state interests as the basis for classroom rules: health and safety, property loss and damage, legitimate educational purpose, and serious disruption. Adaptations of the four interests translate into classroom rules such as "Be safe. Protect our property. Do your best work. Respect the needs of others." These four rules are sufficiently broad in scope to address any management issue that might arise at any grade level or in any setting. After rights and responsibilities have been introduced, students can learn to govern their own behaviors by assessing their actions in terms of Time, Place, and Manner (TPM). Students are asked or ask themselves, "Is this the appropriate time for what is happening? Is this the appropriate place for what you are doing? Is this the best manner?" Students are encouraged to evaluate their own actions in terms of basic societal expectations. The current studies examining the effectiveness of Judicious Discipline all show evidence that, when the language of citizenship rights and responsibilities is used to mediate problems, students and teachers can use personally neutral, socially accepted terminology for peaceful conflict resolution. Research consistently indicates that this constitutional framework for decision making contributes to a decrease in dropout rates, in acts of violence in and around schools, and in referrals to the office, while also resulting in an increase in levels of daily attendance. Our current national conversation concerning school violence and student discipline is often focused on reactive measures. Judicious Discipline does not wait for problems to occur. Teachers who use this constitutional framework for classroom rules and decisions are "front loading" the expectations for behavior by teaching them through class discussions, group activities designed to create rules based on constitutional concepts, and class meetings designed to resolve classroom conflicts peacefully in a democratic forum. …

Abstract: While consistently related to positive teacher behaviors and student outcomes, teacher efficacy as a construct is currently the subject of debate. The present study examined a new model of teacher efficacy (Tschannen-Moran, Woolfolk Uoy, & Hoy, 1998) that proposes to more clearly define important variables and integrate two theoretical traditions in the study of teacher efficacy. A new instrument was developed to assess a means-end task analysis and context specific efficacy, both important parts of the model. Task analysis and both global and context specific efficacy were measured in 109 emergency certification teachers since task analysis may be more explicit for novice teachers. Factor analyses of the global and context specific efficacy measures suggested subtle but important distinctions in constructs related to efficacy. Canonical correlation analysis indicated the importance of personal teaching competence to instructional efficacy judgments and external locus of control to classroom management efficacy. Although task analysis was not found to be a significant predictor of either global or context specific efficacy, exploratory results suggested potential value of task analysis in future assessments of teacher efficacy. General support was found for the Tschannen-Moral et al. model. (Contains 32 references.) (Author/SM) Reproductions supplied by EDRS are the best that can be made from the original document.

Abstract: Introduction Lack of discipline has several times since 1968 topped the annual Gallup Poll of Public Attitudes towards public schools as the major problem schools have to face (Schottle & Peltier, 1991). The way teachers solve this problem will determine how well students learn and perform in the classroom (Buck, 1992). However, all too often teachers are unaware of the effectiveness of the discipline and classroom management techniques they adopt (Almeida, 1995; Rosen, Taylor, O'Leary, & Sanderson, 1990). Being a source of anxiety and uncertainty (Almeida, 1995), lack of discipline leads to teachers' stress, burnout (Schottle & Peltier, 1991), and inability to care about students (Chemlynski, 1996). This study aimed at finding out, based on direct classroom observations, the discipline problems teachers most often encountered in K through 8th grade classrooms, and the techniques they adopted to solve them. Theoretical Background & Literature Review Misbehavior in the classroom has been defined as students' actions that distracts from, disrupts, competes with, or threatens learning in the classroom (McCown, Driscoll, Roop, 1996). These may range from the benign act of dropping a pencil to serious acts of aggression. Based on 254 narratives submitted by 137 student teachers, the three discipline problems most frequently encountered in the classroom were reported to be acts of disruption such as talking and fidgeting, acts of defiance such as disrespectful behavior and disobedience, and acts of inattention such as being off task, not doing one's work, or out of seat. These 3 categories encompassed respectively 50, 20 and 9 percent of the misbehavior. The remainder included acts of verbal and physical aggression and other miscellaneous acts such as crying, lying, cheating, stealing, or gum chewing, which respectively accounted for 4 and 5 percent of all the incidents of misbehavior (Tulley & Chiu, 1995). Some educators (Dreikurs, 1968; Glasser, 1986) perceived the occurrence of discipline problems to be the consequence of students' frustration and lack of opportunity to fulfill basic needs within the confines of the classroom. Students may feel pleasure or frustration depending on whether they will be empowered to meet their needs for fun, reedom (Glasser, 1986), and belong (Dreikurs, 1968). However, schools rarely create the proper conditions to meet these needs and rarely allow students to work to their full potential. Consequently, students misbehave by adopting mistaken attitudes, goals, and behaviors such as power, or revenge, while giving up trying to meet academic and social expectations (Buck, 1992; Dreikurs, 1968; Glasser, 1986). Gartrell (1995) draws our attention to the difference between misbehavior and mistaken behavior. Misbehavior implies that the student has intentionally done something wrong and must be punished. In contrast, mistaken behavior merely implies that a mistake has been made in the process of learning. Based on Piaget's developmental stages, students gradually learn to overcome their natural tendency toward egocentrism while acquiring the skill of taking others' perspectives (Schickedanz, 1994). Errors in judgment often occur in the process of becoming socially competent. Autonomous exploring of the surroundings and harmless experimentation may also lead to mistaken behavior (Dreikurs, 1968; Gartrell, 1995a). Traditionally, teachers reacted to unacceptable behavior by shaming, verbally reprimanding, threatening, embarrassing, paddling, and suspending or expelling the misbehaving student (Gartrell, 1995b; Gettinger, 1988; Johnson, 1994). These punitive methods often stigmatized the students who internalized the labels "mean", "bad", or "crazy" and by misbehaving, reflected back to the teacher the negative labels he/she had applied on them (Gartrell, 1995b). Since 1970, the management of discipline problems no longer focuses on punishment and retribution, but on conflict resolution and guidance (Gartrell, 1995b). …

Abstract: Preface Acknowledgments About the Author 1. Biological and Cultural Foundations of Classroom Management 2. The Multiple-Everything Modular Bodybrain That Schools Seek to Manage 3. Expending Energy: Who's in Charge 4. Creating Biological and Cultural Space 5. Spending, Saving, and Using Time 6. Managing Movement 7. Exploring Range as a Dimension of Classroom Management References and Supplementary Readings Index

Abstract: A VIEW FROM THE CAFETERIA I am not sure that teacher educators or the critics of teacher education have a sense of how complicated the jobs and roles of teachers have become or how quickly teacher education programs are becoming dated and marginal. In my experience, the work of teaching is being reshaped by national school reform organizations, increasingly prescriptive federal and state policies, the proliferation of leadership opportunities available to teachers that do not require that they become administrators, a rapid increase in professional development opportunities, and the shifting dynamics of the teacher employment market. As an urban school superintendent, educational researcher, and university faculty member who has worked in the midst of this complexity, I hope to provide some perspective on the changing circumstances of Grades K-12 teaching, and to sketch what these changing circumstances suggest for teacher education. BEING A TEACHER, 2000 The expectations for a Grade 4 or 5 teacher in an urban public elementary school are extraordinarily complex. Teachers need to be: * conversant with national, state, and local curriculum standards for reading, English, language arts, mathematics, science, and social studies, and able to address those standards in daily instruction; * knowledgeable of state and local testing and assessment programs and able to ensure student success on the tests; * practiced at a variety of teaching techniques (e.g., cooperative learning) and classroom management skills; * knowledgeable of their school's chosen Comprehensive School Reform (CSR) model and deeply involved in implementing it; * skilled at including students with special needs and/or limited English proficiency into the class group and providing whatever accommodations and adaptations these students require; * familiar with new technologies and incorporating them in classroom instruction; * able to help govern the school as part of a school management team (and therefore knowledgeable about budgeting, policy, planning, etc.); * participative in teacher associations and professional organizations; * able to maintain contact with parents through a new voice mail system; and * able to conduct critical inquiry on one's practice and on the conditions of schooling as these effect various groups of students. Lending weight to these complex expectations are legislative, Department of Education, school board, and administrative policies and directives, all generated for the good of children. Clearly, it is unrealistic to assume that any preservice teacher education program can prepare prospective teachers for the jobs awaiting them. Nor are school districts' inservice or university graduate programs designed to address the array of duties and responsibilities that teachers confront. COMPREHENSIVE SCHOOL REFORM, TEACHING, AND TEACHER EDUCATION The most immediate policy framework affecting teachers in my state is the requirement that all urban schools adopt "research-based," CSR models from an "approved" list provided by the Department of Education. Trenton is one of 30 New Jersey urban districts charged by the Department of Education and the State Supreme Court with implementing a sweeping urban education reform agenda. The components range from preschool programs for all 3- and 4-year-olds to improved security and technology; they also include massive facilities construction and refurbishing. But the key element is mandatory "Whole School Reform," which requires every urban school to select and implement a CSR model. The spring 1998 State Supreme Court order that drives this urban education reform agenda identifies Success for All as the preeminent research-based model, but elementary and middle schools are given the option of selecting from several other approved models (e. …

Abstract: The purpose of this study is to explore humor as a factor in students’ perceptions of college teacher compliance‐gaining in the classroom. Four hundred twenty‐eight college students reported the frequency of their college teachers’ uses of compliance‐gaining tactics, the frequency of humor uses with compliance‐gaining tactics, and the effectiveness of humor used with compliance‐gaining tactics. Results revealed positive and significant relationships between humor uses and uses of particular compliance‐gaining strategies. Findings suggest that students perceive teachers to use humor more frequently with certain compliance‐gaining tactics. Moreover, students reported that certain compliance‐gaining tactics are perceived as more effective than others.

Abstract: The Student-Centered Activities for Large Enrollment University Physics (SCALE-UP) project at North Carolina State University (NCSU) is developing a curriculum to promote learning through in-class group activities in introductory physics classes up to 100 students. We are currently in Phase II of the project using a specially designed multimedia classroom for 54 students to teach the introductory physics course for engineering majors. This is an intermediate step to the full SCALE-UP classes (99 students) that will be taught in Fall 2000 when the larger classroom is completed. Both classrooms are designed to encourage students to work in groups of three, provide each group with to a laptop computer that has access to the Internet, and allow instructors to interact with each student group. Traditional lecture and laboratory are replaced with an integrated approach using active-learning cooperative group activities. The project is investigating several aspects of instruction including classroom design, classroom management, and curriculum materials. The curriculum materials include adaptation of researchbased/informed activities from the literature to the SCALE-UP classroom and development of new activities. This talk will focus on the evaluation of the project, in particular, evaluating whether students are achieving the learning objectives for the curriculum. Several of the course learning objectives overlap the ABET 2000 criteria including: learning to work well in groups (teamwork), communicating effectively, being able to apply knowledge of mathematics and physics to new situations, and conducting, analyzing and interpreting experiments in addition to building a functional understanding of the course content. Evaluation methods of the SCALE-UP classes taught during the 1998-2000 school years include concept tests, individual and group exams, peer evaluation, and focus group interviews. The results show that students are building a better understanding of the main physics concepts, are more successful at solving problems, and are generally on-task and communicating well during group activities.