Gateways to Experience: Preparing Novice Teachers to Handle Stress

Wilkins-Canter, Elizabeth A.; Edwards, Audrey T.; Young, Alice; Ramanathan, Hema; McDougle, Kenny

doi:10.1080/00228958.2000.10532037

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2004

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“…The New York City public school system was searching for 8,000 teachers for the fall 2001 academic year; Los Angeles-5,000; and Chicago as many as 1,500 new teachers for the fall 2001 academic year (Banner, 2001;Ladson-Billings, 2001). Many urban teachers will quit during or directly after their first year of teaching most likely for reasons associated with failure to effectively manage a classroom of such diverse learners (Wilkins-Canter, Edwards, & Young, 2000).…”

Section: Discussionmentioning

confidence: 99%

Urban Teachers’ Professed Classroom Management Strategies

Brown

2004

Urban Education

108

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Thirteen urban educators teaching from 1st through 12th grade selected from 7 cities across the United States were interviewed in this qualitative research study to determine if the classroom management strategies they use reflect the research on culturally responsive teaching. Participants revealed using several management strategies that reflect culturally responsive teaching: development of personal relationships with students, creation of caring communities, establishment of business-like learning environments, use of culturally and ethnically congruent communication processes, demonstrations of assertiveness, and utilization of clearly stated and enforced expectations. Questions arise concerning the ability of teacher education programs to effectively prepare preservice teachers for successful classroom management in urban schools.

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Section: Discussionmentioning

confidence: 99%