Managing Student Behavior in Urban Classrooms The Role of Teacher ABC Assessments

Managing student behavior can be one of the greatest concerns and a laborious enterprise for prospective teachers in urban schools. Urban teachers must respond to the needs of their students by creating culturally responsive classrooms that spotlight a variety of instructional practices, methodologi...

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Bibliographic Details
Published in:The Clearing house 2005-09, Vol.79 (1), p.16-20
Main Authors: McKinney, Sueanne E, Campbell-Whately, Gloria D, Kea, Cathy D
Format: Article
Language:English
Subjects:
Beginning Teachers
Behavior Modification
Behavior Problems
Behavioral Objectives
Case Studies
Children
Classroom environment
Classroom management
Classroom Techniques
Cognitive Development
Cultural Pluralism
Education
Educational psychology
functional behavior assessment
Functional Behavioral Assessment
High Risk Students
Learning
Learning Processes
Management education
Manager behavior
Mentors
Positive Behavior Supports
Positive Reinforcement
Preservice Teachers
Psychological aspects
Reflective Teaching
Socioeconomic factors
Standardized Tests
Student Behavior
Student Diversity
Students
Teacher Responsibility
Teachers
Teaching Methods
Urban areas
Urban Schools
Urban Teaching
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Summary:Managing student behavior can be one of the greatest concerns and a laborious enterprise for prospective teachers in urban schools. Urban teachers must respond to the needs of their students by creating culturally responsive classrooms that spotlight a variety of instructional practices, methodologies, and behavioral interventions in an effort to reduce the risks of behavior problems and school failure. Minor modifications to an ABC assessment can assist novice urban educators in their development into star teachers and reflective practitioners. Using the case-based analysis approach, this article illustrates how one novice urban teacher, mentored by a "star teacher," modified the positive behavior supports model to resolve and alter unproductive student behavior in the classroom.
ISSN:0009-8655
1939-912X
DOI:10.3200/TCHS.79.1.16-20