Building Trust to Decrease Disruptive Behavior: A Classroom Management Intervention

Autor/inn/en	Paulson, Kristen; Moss, Samantha; Olive, Caitlin; Gaudreault, Karen L.
Titel	Building Trust to Decrease Disruptive Behavior: A Classroom Management Intervention
Quelle	In: Strategies: A Journal for Physical and Sport Educators, 35 (2022) 4, S.15-22 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0892-4562
DOI	10.1080/08924562.2022.2069620
Schlagwörter	Trust (Psychology); Behavior Problems; Behavior Modification; Student Behavior; Self Control; Emotional Response; Interaction; At Risk Students; Interpersonal Competence; Trauma; Classroom Techniques; Physical Education Teachers; Poverty; Teacher Burnout; Middle School Teachers; Middle School Students; School Counselors + Suchen Sie Ihr Suchwort? Behaviour modification; Verhaltensänderung; Student behaviour; Schülerverhalten; Selbstbeherrschung; Emotionales Verhalten; Interaktion; Interpersonale Kompetenz; Klassenführung; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Armut; Burnout-syndrom; Burnout; Burnout-Syndrom; Lehrer; Lehrerin; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Lehrende; Student; Students; Schüler; Schülerin; School counselor; Beratungslehrer; Pädagogischer Berater
Abstract	To succeed in classrooms, students must possess emotional-regulation skills, engage in positive social interactions, and trust teachers. Students coming from backgrounds including poverty and trauma may not possess these, as chronic stress has been shown to lead to impulsivity, poor emotional-regulation skills, and lower executive functioning. Trauma causes students to behave and respond differently, and traditional classroom management techniques may be less effective with these students. Therefore, the purpose of this article is to present the experience of one secondary physical education (PE) teacher and her positive behavior intervention with a class of trauma-exposed students. Specifically, this article shares the intervention she developed and implemented through collaboration with a school counselor that resulted in positive behavior changes in these students. (ERIC).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01