Preservice Teachers’ Perceptions of Challenging Behavior

Butler, Anne M.; Monda‐Amaya, Lisa E.

doi:10.1177/0888406416654212

Cited by 42 publications

(36 citation statements)

References 51 publications

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“…According to Baker’s study (2005), teachers’ perceived self-efficacy in managing challenging situations can predict their willingness and ability to manage those situations [23]. A teacher’s behavior and interaction with their pupils influence the pupils’ behavior [32], and a teacher’s ability to choose the right ways to act and intervene can prevent the escalation of problematic situations [27]. For example, an argument about seating may be avoided by asking the pupil where they want to sit.…”

Section: Discussionmentioning

confidence: 99%

“…Managing pupils’ behavior at school is a challenge for teachers [23,24], yet teacher training often does not adequately prepare future teachers for managing the behavioral needs of diverse learners [25,26]. Teachers may not be capable of choosing the right ways of responding to pupils’ behavior, which may escalate the problem [27]. Teachers’ low self-efficacy in classroom management is associated with challenging behavior in the class as well as with the emotional exhaustion of teachers [28].…”

Section: Introductionmentioning

confidence: 99%

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Knowledge, Skills, and Support Needed by Teaching Personnel for Managing Challenging Situations with Pupils

Markkanen

Anttila

Välimäki

2019

IJERPH

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It is not uncommon for teachers to face challenging behavioral issues in their classrooms, including disruptive, aggressive, or insulting behavior toward peers or adults. In this paper, we describe what knowledge, skills, and support is needed among teaching personnel to manage challenging situations with pupils. This study was carried out in one comprehensive school in Southwest Finland. Two focus group interviews were conducted with teaching personnel (schoolteachers and classroom assistants, N = 16). The participants also wrote short texts about challenging situations they had experienced. The qualitative data were analyzed with inductive content analysis. According to the results, the teaching personnel needed better knowledge about the factors affecting pupils’ behavior and about good practices to apply with pupils in challenging situations. Moreover, the personnel lacked the skills needed to anticipate and recognize pupils’ moods and signs of mental distress, and expressed the desire for support from mental health professionals. Teachers with adequate knowledge about the factors linked to behavioral issues are more capable of promoting environments conducive to positive interactions with their pupils, thereby limiting challenging situations. When developing education and support for teaching personnel, collaboration between education and mental health professionals is essential.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Knowledge, Skills, and Support Needed by Teaching Personnel for Managing Challenging Situations with Pupils

Markkanen

Anttila

Välimäki

2019

IJERPH

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“…Despite the importance of classroom behaviour management, teachers often report low confidence and feelings of being ill prepared in classroom behaviour management (Butler & Monda-Amaya, 2016;Hepburn & Beamish, 2019;Reinke, Stormont, Herman, Puri, & Goel, 2011;Skiba, Ormiston, Martinez, & Cummings, 2016). Even when teachers have the knowledge of evidence-based classroom management strategies, they may not implement the practices consistently (Jeffrey, McCurdy, Ewing, & Polis, 2009;Reinke et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

Effective Teacher Professional Learning on Classroom Behaviour Management: A Review of Literature

Paramita¹,

Anderson

Sharma³

2020

AJTE

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Classroom behaviour management is an essential skill for teachers, yet teachers often report being inadequately prepared for addressing student behaviour effectively. Teacher professional learning on classroom behaviour management is continually needed to support teacher implementation of evidence-based classroom management practices. This article reports the findings from a systematic literature review aimed to identify the features and reported findings of recent teacher professional learning programs on classroom behaviour management. The result indicates that most of the effective programs were focused on training teachers on a specific strategy such as behaviour specific praise, or a combination of several proactive behaviour management strategies. While it is crucial to develop high-quality content for a teacher professional learning program, effective teaching strategies were required to produce the expected outcomes.

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“…Nevertheless, teachers who are skillful with classroom management are able to handle students' behavior issues well. Many studies showed teachers who demonstrate a good knowledge and understanding of behavior management could handle this situation confidently and positively (Butler & Monda-Amaya 2016;Ahmad & Hanifah, 2015). A review of the literature agreed on knowledge as a basic component that needs to empower to make sure teachers are competent enough dealing with challenging behavior (Zulkifli & Mohamed, 2019;Wei & Yasin, 2017;Bari, Yasin & Hamzah, 2014).…”

Section: Introductionmentioning

confidence: 99%

“…Despite all the research spotlight focuses on teacher's knowledge, perceptions, attitude and practice towards behavior management, only a few studies investigated the readiness of pre-service teachers in dealing with behavior issues of their students (Butler & Monda-Amaya 2016;Reupert & Woodcook, 2010). Are they well prepared to deal with this situation?…”

Section: Introductionmentioning

confidence: 99%

Pre-Service Teachers Knowledge of Classroom Management

Zulkifli¹,

Sulaiman²,

Mohamed³

2019

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Classroom management is one of the main factors that give a significant impact on the teaching and learning process in the classroom. Teachers with good classroom management skills are able to deal with challenging behavior issues positively. But, teachers with poor classroom management skills will feel frustrated whenever they fail to deal with behavior problems. This situation also disrupts the teaching and learning session. The purpose of this study is to determine the level of pre-service teachers' knowledge regarding classroom management. This research used survey research design and the questionnaire was adopted from the previous researcher. Pre-service teachers' knowledge was measured based on their understanding regarding behavior management and the implementation of positive and negative reinforcement. The purposive sampling technique used in sample selection. To be selected in this research, respondents must be final year students who have completed the courses and teaching practicum and specialized in special education programs. A total of 100 respondents from three public universities participate in this research. Research findings showed respondents demonstrated a good understanding regarding classroom management with a high level of the mean value. This outcome revealed public university in Malaysia provides a great teacher training program, particularly in a special education program. With a good understanding of behavior management, is to be expected pre-service teachers will be able to be good teachers once they enter the real world of education soon.

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Preservice Teachers’ Perceptions of Challenging Behavior

Cited by 42 publications

References 51 publications

Knowledge, Skills, and Support Needed by Teaching Personnel for Managing Challenging Situations with Pupils

Knowledge, Skills, and Support Needed by Teaching Personnel for Managing Challenging Situations with Pupils

Effective Teacher Professional Learning on Classroom Behaviour Management: A Review of Literature

Pre-Service Teachers Knowledge of Classroom Management

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