A Professional Development Study of a New Teacher's Responses to Misbehavior
A Professional Development Study of a New Teacher's Responses to Misbehavior
Loading...
Issue Date
2020-11-18
Authors
Garner, Carrie
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
This is a professional development study using action research protocol to deepen inquiry and reflection. The focus is on the educator's learning with the intent to influence student learning and behavior. The context that prompted the inquiry was the barriers that were preventing myself from having the confidence to address misbehaviors in a remote learning environment while mitigating acting out, the same as the mentor teacher can do. The study focuses on four main themes: teacher attributions, student-teacher relationships, teacher confidence, and establishing rules and boundaries in the classroom. Feedback structures that influenced reflection and deepening of inquiry include personal journals and mentor feedback. I have changed the way that I think about disruptions in the class. I have started asking myself if the students know the rules, do they understand what is being asked of them, am I responding at the appropriate time, and I am creating a positive classroom environment through building a relationship with the student. I believe I have gained a lot of confidence to go into a classroom on my own and recognize the importance of professional growth in order to expand the teacher toolbox to become a more effective teacher.
Description
Keywords
attributions , misbehavior , teach responses , student-teacher relationships , classroom management
License
Attribution-NonCommercial-NoDerivs 3.0 United States , openAccess