Impact of a Citizenship Program on Middle School Students
Anchor Academic Publishing (Verlag)
978-3-95489-366-9 (ISBN)
President Bush s introduction of the No Child Left Behind (NCLB) mandates was brilliant with ist idea of inclusivity, but near eliminated accountability for those able students. Teachers became the main target group of this experiment in the promotion of all students. They became, scapegoats, if you will, of a system that made them accountable, and left those who should have been accountable in meeting educational objectives: administration, and more so, the student.
Teachers became overwhelmed with teaching objectives and a multitude of paperwork to facilitate this new structure of responsibility. Actual teaching was foregone under the weight of segmenting students into their proper groups, then find the time to discipline and ensure that all pass the required end-of-year examinations.
The result of these initiatives was to the repeal of NCLB, and schools becoming big business, with the teacher benefiting less under a continual weight of professional servitude, and the standard--no voice.
Dr. Jeanette Alcock Mughal:
-- has a Doctorate in Educational Leadership, and has over 25 years of teaching experience;
-- author of another educational research titled, To Improve and Increase the Levels of Oral English Skills for the Adult Student at Private Language Institutions;
-- Author of two pre-adolescent books, Jean Pierre and Princess;
-- Author of a poetry book, Selfless Pure
-- Dr. Mughal maintains residences in Florida and North Carolina.
-- Dr. Mughal has two teenaged boys, Bilal and Shaan
Textprobe:
Chapter 2 [ ] Approaches to Encouraging Appropriate Student Behavior:
Osher et al. (2010) suggested there are three promising approaches to encouraging appropriate student behavior in order to have a safe school with a positive climate. These are the ecological approach, school-wide PBIS (SWPBIS), and social emotional learning (SEL). Literature related to these approaches will be presented in this section.
Ecological approach. This approach is classroom based and focuses on classroom management techniques to engage the students in classroom activities. Ecologists believe that the classroom environment has an important influence on the learning that takes place (Doyle, 2006). Osher et al. (2010) stated the ecological approach is based on the belief that participation in classroom events are well-organized that encourages students to exercise self-discipline when they see the benefits of working cooperatively. Furthermore, Osher et al. said there should be prominence given to cooperation, engagement, and motivation rather than compliance, control, and coercion (p. 49).
Teachers are an essential component in a learning community and play a primary role in meeting the learning needs of their students. The classroom environment is the main arena of the teacher. Marzano, Marzano, and Pickering (2003) reported findings indicated the most influential variable affecting student achievement is the teacher. Experienced teachers should have the advantage of becoming more effective educators over their years of experience within their profession but newly graduated teachers bring innovative ideas and strategies. Whether experienced or novices, all share the universal objective of having all their students succeed. Moreover, teachers would like to have classroom environments where students learning is not interrupted by behavioral disruptions.
According to Marzano et al. (2003), the effective teacher not only makes decisions about teaching strategies and curriculum but also about effective classroom management techniques. The authors suggested that each of these areas is essential. Marzano et al. completed a meta-analysis of more than 100 case reports related to classroom management and calculated the following effect sizes for the various aspects of managing a classroom: rules and procedures (-.763), disciplinary interventions (-.909), teacher-student relationships (-.869), and mental set (awareness and objectivity) of the teacher (-1.294). The effect size indicated the decrease in the classroom disruptions when these elements were in place. As shown, all of these factors reduced the misbehavior affecting learning in the classroom.
Marzano et al. (2003) suggested the effective teacher has to establish ground rules and procedures at the very beginning of the school year so that expectations for students are clearly understood. These rules and procedures vary for different grade levels and some findings suggested the students should participate in their development (Marzano et al., 2003). When it comes to disciplining students, teachers have to use a variety of strategies to eliminate classroom disruptions. Teachers should know their students well in order to be effective in using tactics that suit the student. A more effective teacher is one who communicates well with the students, especially the disruptive students.
Despite the variations of interventions for treating misbehaviors, the most important relationship is between the student and teacher. The perceptions that students have towards their teachers play a vital role in the outcomes of discipline. Marzano et al. (2003) suggested that student misbehaviors can be greatly reduced if there is a good rapport between the teacher and students. The authors meta-analysis of the case report indicated the effect size for positive teacher-student relationships in middle school was-2.891, which was very high. McLeod et al. (2003) agreed that student and teacher relationships are
| Erscheint lt. Verlag | 12.2.2015 |
|---|---|
| Sprache | englisch |
| Maße | 155 x 220 mm |
| Gewicht | 183 g |
| Themenwelt | Sozialwissenschaften ► Soziologie ► Allgemeine Soziologie |
| ISBN-10 | 3-95489-366-5 / 3954893665 |
| ISBN-13 | 978-3-95489-366-9 / 9783954893669 |
| Zustand | Neuware |
| Haben Sie eine Frage zum Produkt? |
aus dem Bereich
