Elementary Teachers' Perceptions of and Reported Strategies for Coping with Twelve Types of Problem Students.

Autor/in	Brophy, Jere
Titel	Elementary Teachers' Perceptions of and Reported Strategies for Coping with Twelve Types of Problem Students.
Quelle	(1995), (735 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Academic Achievement; Aggression; Behavior Problems; Classroom Environment; Classroom Techniques; Elementary Education; Extraversion Introversion; Individual Development; Interpersonal Competence; Peer Relationship; Personality; Shyness; Social Development; Social Isolation; Socialization; Student Adjustment; Student Problems; Teacher Role; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Schulleistung; Klassenklima; Unterrichtsklima; Klassenführung; Elementarunterricht; Individuelle Entwicklung; Interpersonale Kompetenz; Peer-Beziehungen; Personalität; Schüchternheit; Soziale Entwicklung; Soziale Isolation; Socialisation; Sozialisation; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Studienproblem; Lehrerrolle; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Written primarily for teachers who are expected or willing to invest significantly in the socialization role along with their other teaching roles, this report describes results of a classroom strategy study of how elementary school teachers cope with problem students. The report is divided into six parts. Part 1 discusses general principles and techniques for managing classrooms and coping with problem students. Its three chapters include: choosing to work with problem students and creating a context for doing so successfully; general principles and techniques for socializing students and resolving conflicts; and teacher's ideas about coping with problem students. Part 2, which contains four chapters, presents theory and research on coping with low achieving students, failure syndrome students, overly perfectionistic students, and underachieving students. Part 3, which contains three chapters, discusses three types of students with hostility problems: hostile-aggressive students; passive-aggressive students; and defiant students. Part 4 discusses student role adjustment problems and contains the following three chapters on types of students whose behavioral characteristics make it difficult for them to act as students are expected to act in most classrooms: hyperactive students; distractable students; and immature students. Part 5 discusses problems in students' social relationships and contains two chapters on students whose problems lie primarily in their social interaction with peers: students rejected by their peers, and shy/withdrawn students. Part 6, which contains the concluding chapter, looks at some of the main findings of the Classroom Strategy Study, at events that have developed since data collection that might affect their relevance, and at teacher role issues introduced in the first chapter. Contains approximately 317 references. (HTH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01