Literaturnachweis - Detailanzeige
Autor/inn/en | Paulson, Kristen; Moss, Samantha; Olive, Caitlin; Gaudreault, Karen L. |
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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 |
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 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 |