First-year urban secondary teachers’ responses to problematic behavior

Abstract

Many novice teachers leave the field shortly after being hired due to student problematic behaviors. Utilizing effective strategies is not easy, given the disconnect between what the teachers and the students perceive as appropriate behavior. In this study, the researcher analyzed some strategies first-year teachers used to stop and/or deescalate problematic behaviors in urban secondary classrooms. Twenty-two mathematics and science teachers participated in this study. Results show that the teachers stopped and/or deescalated problematic behavior by changing students seating, rewarding appropriate behavior, conferencing with the students, and soliciting parental and administrative support. For severe circumstances, when students engaged in fighting, teachers implemented emergency plans.

Keywords:

• Classroom management
• novice teachers
• physical and verbal altercations
• problematic behaviors
• urban education

Correction Statement

This article has been republished with minor changes. These changes do not impact the academic content of the article.

Additional information

Notes on contributors

Madalina F. Tanase

Madalina F. Tanase is an associate professor at the University of North Florida. Her current research interests are attributions of educational disparity, culturally responsive classroom management and pedagogy, and epistemological beliefs.