¶ … Student Learning
Language Barriers & Issues
ESL Students
Other cultures/languages iii. Issues specific to a given area/school
Slang/Improper Speech
Vulgarities
Improper terms used
Classroom Decorum (or lack thereof)
Disrespectful/disorderly students
Gossiping/Cliquish behavior iii. Lack of Attentiveness
Students not staying on task
Sexual talk/banter/jokes
Bullying
Mental intimidation
Insults b. Physical violence/injury
Pushing/shoving/fights
Groups cornering single victim
Cyber-bullying
Social media
Text messages iii. Teasing/Taunting by Groups
Poorly Trained and/or Behaved Teachers
Use of unlicensed teachers
Teachers not adhering to curriculum
c. Teachers injecting personal/political/religious views
Overall inexperience of young teachers
Race/Cultural Issues
a. Racial minorities tend to be poorer
b. Racial minorities more likely to be in single parent household
c. Racial minorities more likely to be discriminated against
d. Racial minorities often perform more poorly on tests
e. Accusations of institutional bias against minorities in general
f. Racist/stereotyping behavior by students
g. Segregated schools/neighborhoods
VI. Student Pacing
a. Students able to push faster but being held back
b. Students being pushed but falling behind
c. Special education/learning disability situations
VII. Cost Constraints
a. Property tax shortfalls
i. Home values/tax base ailing
ii. Residents fleeing area (e.g. Detroit)
iii. Economic recession influence
b. Federal/State grants/funding
i. Budget cuts at state/federal level
ii. Always worse during recessions iii. Conflicting political priorities
c. Economic Pressures/Recessions
i. Can lead to property tax/funding issues above
ii. Stressor to families and the kids iii. Can lead to cuts at school
VIII. External Distractions
a. Gang/Criminal Activity
i. Violence/crime near school
ii. Violence crime within school
b. Troubled Family Unit
c. Economic/Political Issues
d. Social Unrest (e.g. Ferguson, Baltimore, etc.)
e. Mental health concerns (student or parent)
References
Akalin, S., & Sucuoglu, B. (2015). Effects of Classroom Management Intervention
Based on Teacher Training and Performance Feedback on Outcomes of Teacher-Student Dyads in Inclusive Classrooms. Educational Sciences: Theory & Practice, 15(3), 739-758. doi:10.12738/estp.2015.3.2543
Baker, B.D. (2014). Evaluating the Recession's Impact on State School Finance
Systems. Education Policy Analysis Archives, 22(91), 1-29.
doi:10.14507/epaa.v22n91.2014
Childre, A.L. (2014). Preparing Special Educators Highly Qualified in Content:
Alternative Route Certification for Unlicensed Teachers in Rural Georgia. Rural Special Education Quarterly, 33(1), 23-31.
Gant Bradley, H. (2014, May 1). Teachers Creating Safe School Environments:
Prevention of Elementary Student-to-Student Bullying. Online Submission,
Lester, R., & Maldonado, N. (2014). Perceptions of Middle School Teachers about an Anti-Bullying Program. Online Submission,
Mulaney, E. (2014). Public Funding for Private Schools: The Current Landscape. "A
Reflection on the 2013 Catholic Higher Education Collaborative Conference on Catholic School Financing." Journal Of Catholic Education, 18(1),
O'Sullivan, R.H., Yung-Chi, C., & Fish, M.C. (2014). Parental Mathematics Homework
Involvement of Low-Income Families with Middle School Students. School Community Journal, 24(2), 165-187.
Patterson, R.M., Maldonado, N., & Howe, M. (2014). School District Officials'
and City Stakeholders' Perceptions Regarding School Violence and Ways to Prevent School Violence. Online Submission,
Powers, J.D., Wegmann, K.M., Blackman, K.F., & Swick, D.C. (2014). Increasing
Access to Mental Health Services in Schools through Community- Engaged
Research: Results from a One-Year Pilot Project. School Social Work
Journal, 39(1), 73-89.
Schultz, L.M. (2014). Inequitable Dispersion: Mapping the Distribution of Highly
Qualified Teachers in St. Louis Metropolitan Elementary Schools. Education Policy Analysis Archives, 22(90),
Slovak, K., & Singer, J.B. (2014). School Social Workers' Responses to Victims and Perpetrators of Cyberbullying: Results from a National Survey. School Social
Work Journal, 39(1), 1-16.
SUPERVILLE, D.R. (2014). St. Louis-Area Schools to Tackle Civil Unrest, Race
Relations. Education Week, 34(14), 6.
Uzum, B., Petron, M., & Berg, H. (2014). Pre-service Teachers' First…
Teachers should watch closely as students enter the classroom at the beginning of the period. This is a time when problems may be present to the teacher. If a teacher suspects that a student may have a problem during class, the teacher may be able to head off the problem before it begins. For example, if a student walks into the classroom with a negative outlook, the teacher might speak
It's long been a challenge in pedagogy to find a way to meet the needs of a diverse classroom; students have always presented a range of different cultural, linguistic, social and socioeconomic needs and backgrounds. In fact, in the academic research paper, "Culturally Responsive Differentiated Instruction" by Santamaria, it was found that ultimately, "The best teaching practices are those that consider all learners in a classroom setting and pay close
She is having a problem with a student, Cary Kirby, who arrives each day without any of the required reading materials. Mrs. Cansler feels like she is in a Catch-22 situation. If she sends Cary back to his locker, she wastes class time; if she does not, Cary cannot do his work. Analysis -- Assertive discipline is a behavioral approach to home and classroom management that involves a high level
Classroom Discipline Cook-Sather, a. (2009). "I'm not afraid to listen: Prospective teachers learning from students." Theory Into Practice, 48(3), 176-183. Cook-Sather's article describes a teacher education program she conducts at Bryn Mawr College and the results of a survey of teachers who went through the program. The program is called the Teaching and Learning Together (TLT). Through TLT, secondary education students at the college have substantial interaction with high school students from area
..control the environment by implementing a logical system (the teacher's, of course) of conditioning." (Tauber, 1999, p. 19) in this context the teacher is seen as an "interventionist" in that he or she has to control and dictate the learning and behavioral environment. "By accepting a position as a teacher, a person has not only the right but an 'obligation' to modify student behavior" (Axelrod, 1977, p. 158). In essence
Students with special needs are at an increased risk fro having low self-esteem which can often impact their potential for achievement. The best way to overcome this is to reinforce students with positive behaviors and help them work through challenges they may be facing daily. Glasser (1984) developed a theory that suggests that students need to be taught to control their behavior in order to succeed, and thus the role
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