Prevention Strategies for Classroom Management

Trudel, Sierra M.; Winter, Emily L.; Bray, Melissa A.

doi:10.4324/9781003275312-5

Cited by 1 publication

(2 citation statements)

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“…The emphasis on general rules of conduct stems from preventive CM strategies (e.g., [55]). Investing in the joint creation of clear, concrete, and observable rules and procedures at the start of a semester contributes to efficient CM and immediately informs students which behaviour is (not) expected [109]. Students demonstrating VAB violate mutually agreed rules.…”

Section: Stepsmentioning

confidence: 99%

“…In addition, students can be reminded about the repercussions they agreed upon earlier [110]. In terms of behaviour management, the general rules can provide a framework or foundation for teachers to assess the VAB and disapprove of actions that do not comply with the rules [109]. Furthermore, they also offer the opportunity to be modified in consultation with the student (see step 4).…”

Section: Stepsmentioning

confidence: 99%

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Empowering Novice Teachers: The Design and Validation of a Competence Model to Manage Verbal Aggressive Behaviour in the Classroom

Franco,

Vanderlinde,

Valcke

2023

Education Sciences

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(1) Background: Dealing with students’ maladaptive behaviour in the classroom, such as verbal aggressive behaviour, is challenging, particularly for novice teachers. They often encounter limited opportunities for training and practice in handling such incidents during their pre-service education, rendering them ill-equipped and uncertain when confronted with instances of verbal aggression during their initial teaching experiences. This article reports on the design and validation of a verbal aggression management competence model to guide and substantiate novice teachers’ immediate reactions. (2) Methods: The model’s construction and validation processes were informed by a dual-pronged approach, encompassing a literature analysis to explore theoretical concepts and semi-structured interviews involving 32 educational experts to validate its practical applicability. (3) Results: The design and validation processes resulted in a comprehensive competence model consisting of concrete steps to be taken during or immediately following an incident and overarching attitudes to be adopted throughout the incident managing process. (4) Conclusions: This study contributes a structured framework to empower novice teachers, offering tools to address verbal aggressive behaviour within the classroom environment. Furthermore, it highlights the potential of incorporating this model into teacher education programs, facilitating the competence development of future teachers, and fostering conducive learning environments.

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Section: Stepsmentioning

confidence: 99%

Section: Stepsmentioning

confidence: 99%