Document Type

Special Project

Degree Name

Master of Science in Education

Department

Professional Studies

Major

Special Education

First Advisor

Jeong-il Cho, PhD, Chair

Committee Members

Jeong-il Cho, PhD, Chair, Jane M. Leatherman, PhD, Rama Cousik, PhD

Date of Award

12-2013

Abstract

Elementary classrooms are intended to deliver instructional programs that cultivate the educational achievements of all students and make them into successful members of society. It can be a difficult undertaking to promote positive school experiences for students with EBD because of the many aspects and consistent needs for programs to effectively meet the various needs of all students. Studies and surveys, since 1969, have shown that school discipline has been a consistent problem and one of the most common problems for teachers (Rose & Gallup, 2005). Rosas and West (2011) stated through their research and review of literature, that teachers, whether novice or experienced, have ranked classroom management as a major concern that ultimately effects their teaching and effectiveness within the classroom. When students misbehave, they not only impede their own learning, but the learning of their peers. Dealing with students and their negative interactions with each other and adults is a factor associated with teacher burnout and discontent with the profession. The major, underlying problem is effective classroom management. Previous studies indicate that classroom management is one of the most significant reasons teachers leave the teaching profession. Teachers do not feel prepared to teach students within their classroom who are diagnosed with emotional and behavioral disorders. However, little training is provided to teachers to adequately provide the necessary services and accommodations to students with emotional and behavioral disorders. The main purpose of the current study was to determine the most common, effective, evidenced based classroom management strategies. By analyzing various classroom management handbooks and strategies, a conglomeration of effective strategies is developed. This consortium is then used to develop a handbook for teachers. The handbook found in Chapter V reflects findings in this present needs assessment and also recommendations drawn from previous studies and previously published handbooks on behavior management.

Keywords

proactive classroom management, emotional and behavioral disorders

Disciplines

Special Education and Teaching

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