文章基本信息

标题：Pre-Service Teachers Perceived Success of Classroom Management Strategies
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作者：Betsy Orr ; Cecelia Thompson ; Dale Thompson 等
期刊名称：Journal of Family and Consumer Sciences Education
印刷版ISSN：1938-5919
电子版ISSN：1938-5927
出版年度：1999
卷号：17
期号：1
出版社：National Association of Teacher Educators for Family and Consumer Sciences
摘要：One purpose of this study was to determine types of behaviors pre-service teachers viewed as inappropriate classroom behaviors. Secondly, the researchers examined the perceived success of classroom management strategies reported by pre-service teachers. The pre-service teachers were teaching in junior and senior high school classrooms in the areas of family and consumer sciences education, business education and industrial technology education. Results indicated that talking, disruptive behavior, disrespect, inattention, and not doing/refusal to do assigned work accounted for the majority of the responses when identifying behavior problems. The most successful strategy reported in handling discipline behavior problems was verbal reprimand and the least successful strategy reported was ignoring the behavior. Implications for teacher education are discussed. My 4th period Workplace Readiness class would not quit talking throughout the entire period. After many scoldings I finally gave up and sat at my desk. I didn't talk the rest of the period because I thought I might break down and cry." -Pre-service teacher (Week 3)