BibTex RIS Kaynak Göster

Teacher Caring as a Classroom Management Strategy

Yıl 2012, Sayı: 5, 3 - 12, 23.07.2016

Öz

McCroskey (1992) noted that when teachers motivated students by caring for them, students interpreted it as an act of inspiring them in positive ways of displaying empathy, understanding, and responsiveness. Teachers earn greater respect from students. In fact, teachers can manage a positive classroom environment by helping students to be self-disciplined in class. Students learn how to be self-disciplined, supportive, and encouraging to one another by teachers modeling desired caring behaviors (Noddings, 2005). When a positive classroom environment is established, students agree to cooperate with teachers and peers creating a community of learners (Brown, 2004). In turn, students will demonstrate their ability to perform to the high expectations of their teachers. In this paper, exercising teacher caring as a proactive measure to diminish student misbehavior is initiated as a strategy to prepare students to become self-disciplined to achieve positive classroom management, which directly impacts the classroom learning environment Noddings (2005) contented that until our students believe they are cared for and learn to care for others, they will not achieve academic success

Kaynakça

  • Alder, N. (2002). Interpretations of the Meaning of Care: Creating Caring Relationships in Urban Middle School Classrooms. Urban Education, 37(2), 241.
  • Ang, R. P. (2005). Development and validation of the teacher-student relationship inventory using exploratory and confirmatory factor analysis. The Journal of Experimental Education, 74(1), 55-73.
  • Brown, D. (2004). Urban teachers’ professed classroom management strategies reflections: Reflections of culturally responsive teaching. Urban Education, 39(3), 266- 289.
  • Charles, C. M., & Senter, G. W. (2002). Elementary classroom management (3rd ed.). Boston: Allyn & Bacon.
  • Epstein, J., & Sanders, M. (1998). What we learn from international studies of school-family-community partnerships, Childhood Education, 74, 392-394.
  • Ferreira, M. M., & Bosworth, K. (2001). Defining caring teachers: Adolescents’ perspectives. Journal of Classroom Interaction, 36(1), 24-30.
  • Garrett, T., Barr, J., & Rothman, T. (2009). Perspectives on caring in the classroom: Do they vary according to ethnicity or grade level? Adolescence, 44, 505-521.
  • Garza, R. (2009). Latino and white high school students’ perceptions of caring behaviors: Are we culturally responsive to our students? Urban Education, 44, 297-321.
  • Gay, G. (2000). Culturally responsive teaching. New York: Teachers College Press.
  • Hue, M. T. (2008) Working with parents to create a positive classroom environment. In M. T.
  • Hue, & W. S. Li. (Ed). Classroom management (pp. 165-181) Hong Kong: Hong Kong University Press.
  • King, P., & Chan, T. C. (2011). Teachers’ and students’ perception on teachers’ caring behaviors. (ERIC Document Reproduction Service, No.: ED525290).
  • Li, W. S. (2008) Managing misbehavior. In M. T. Hue, & W. S. Li. (Ed.) Classroom Management (pp. 63-84). Hong Kong: Hong Kong University Press.
  • Mayeroff, M. (1971). On caring. New York: Harper & Row, Publishers.
  • McCroskey, J. C. (1992). An introduction to communication in the classroom. Edina, Minnesota: Burgess International Group.
  • McEwan, B. (2000). The art of classroom management: Effective practices for
  • building equitable learning communities. Upper Saddle River, NJ: Merrill.
  • Noddings, N. (2005). The challenge of care in schools: An alternative approach to education (2nd ed.). New York: Teachers College Press.
  • Osterman, K., & Freese, S. (2000). Nurturing the mind to improve learning: Teacher caring and student engagement. In S. T. Gregory (Ed.) The academic achievement of minority students: Perspectives, practices, and prescriptions (pp. 287-305). Lanham, Md: University Press of American.
  • Pang, V. O. (2005). Multicultural education: A caring-centered reflective approach. New York: McGraw Hill.
  • Perez, S. A. (2000). An ethic of caring in teaching culturally diverse students. Education, 121(1), 102-105.
  • Pizarro, M. (2005). Chicanas and Chicanos in schools. Austin, Texas: The University of Texas Press.
  • Rich, D. (2006). The theory behind the recipes. Phi Delta Kappan, 88, 324-325.
  • Rogers, B. (1995). A whole school approach: Behavior management. London: Paul Chapman Publishing Ltd.
  • Schlosser, L. K. (1992). Teacher distance and student disengagement: School lives on the margin. Journal of Teacher Education, 43, 128-140.
  • Teven, J. J. (2001). The relationships among teacher characteristics and perceived caring. Communication Education, 50(2), 159-169.
  • Teven, J. J., & McCroskey, J. C. (1996). The relationship of perceived teacher caring with student learning and teacher evaluation. Communication Education, 46(1), 1-9.
  • Wentzel, K. R. (1997). Student motivation in middle school: The role of perceived pedagogical caring. Journal of Education Psychology, 89, 411-419.
  • Wong, H. (2011). The well-managed classroom. Retrieved December 14, 2011, from http://go.hrw.com/resources/go_sc/gen/HSTPR034.PDF
Yıl 2012, Sayı: 5, 3 - 12, 23.07.2016

Öz

Kaynakça

  • Alder, N. (2002). Interpretations of the Meaning of Care: Creating Caring Relationships in Urban Middle School Classrooms. Urban Education, 37(2), 241.
  • Ang, R. P. (2005). Development and validation of the teacher-student relationship inventory using exploratory and confirmatory factor analysis. The Journal of Experimental Education, 74(1), 55-73.
  • Brown, D. (2004). Urban teachers’ professed classroom management strategies reflections: Reflections of culturally responsive teaching. Urban Education, 39(3), 266- 289.
  • Charles, C. M., & Senter, G. W. (2002). Elementary classroom management (3rd ed.). Boston: Allyn & Bacon.
  • Epstein, J., & Sanders, M. (1998). What we learn from international studies of school-family-community partnerships, Childhood Education, 74, 392-394.
  • Ferreira, M. M., & Bosworth, K. (2001). Defining caring teachers: Adolescents’ perspectives. Journal of Classroom Interaction, 36(1), 24-30.
  • Garrett, T., Barr, J., & Rothman, T. (2009). Perspectives on caring in the classroom: Do they vary according to ethnicity or grade level? Adolescence, 44, 505-521.
  • Garza, R. (2009). Latino and white high school students’ perceptions of caring behaviors: Are we culturally responsive to our students? Urban Education, 44, 297-321.
  • Gay, G. (2000). Culturally responsive teaching. New York: Teachers College Press.
  • Hue, M. T. (2008) Working with parents to create a positive classroom environment. In M. T.
  • Hue, & W. S. Li. (Ed). Classroom management (pp. 165-181) Hong Kong: Hong Kong University Press.
  • King, P., & Chan, T. C. (2011). Teachers’ and students’ perception on teachers’ caring behaviors. (ERIC Document Reproduction Service, No.: ED525290).
  • Li, W. S. (2008) Managing misbehavior. In M. T. Hue, & W. S. Li. (Ed.) Classroom Management (pp. 63-84). Hong Kong: Hong Kong University Press.
  • Mayeroff, M. (1971). On caring. New York: Harper & Row, Publishers.
  • McCroskey, J. C. (1992). An introduction to communication in the classroom. Edina, Minnesota: Burgess International Group.
  • McEwan, B. (2000). The art of classroom management: Effective practices for
  • building equitable learning communities. Upper Saddle River, NJ: Merrill.
  • Noddings, N. (2005). The challenge of care in schools: An alternative approach to education (2nd ed.). New York: Teachers College Press.
  • Osterman, K., & Freese, S. (2000). Nurturing the mind to improve learning: Teacher caring and student engagement. In S. T. Gregory (Ed.) The academic achievement of minority students: Perspectives, practices, and prescriptions (pp. 287-305). Lanham, Md: University Press of American.
  • Pang, V. O. (2005). Multicultural education: A caring-centered reflective approach. New York: McGraw Hill.
  • Perez, S. A. (2000). An ethic of caring in teaching culturally diverse students. Education, 121(1), 102-105.
  • Pizarro, M. (2005). Chicanas and Chicanos in schools. Austin, Texas: The University of Texas Press.
  • Rich, D. (2006). The theory behind the recipes. Phi Delta Kappan, 88, 324-325.
  • Rogers, B. (1995). A whole school approach: Behavior management. London: Paul Chapman Publishing Ltd.
  • Schlosser, L. K. (1992). Teacher distance and student disengagement: School lives on the margin. Journal of Teacher Education, 43, 128-140.
  • Teven, J. J. (2001). The relationships among teacher characteristics and perceived caring. Communication Education, 50(2), 159-169.
  • Teven, J. J., & McCroskey, J. C. (1996). The relationship of perceived teacher caring with student learning and teacher evaluation. Communication Education, 46(1), 1-9.
  • Wentzel, K. R. (1997). Student motivation in middle school: The role of perceived pedagogical caring. Journal of Education Psychology, 89, 411-419.
  • Wong, H. (2011). The well-managed classroom. Retrieved December 14, 2011, from http://go.hrw.com/resources/go_sc/gen/HSTPR034.PDF
Toplam 29 adet kaynakça vardır.

Ayrıntılar

Diğer ID JA57SR68JS
Bölüm Makaleler
Yazarlar

TAK CHEUNG Chan Bu kişi benim

PATRICIA C Kıng Bu kişi benim

Yayımlanma Tarihi 23 Temmuz 2016
Gönderilme Tarihi 23 Temmuz 2016
Yayımlandığı Sayı Yıl 2012 Sayı: 5

Kaynak Göster

APA Chan, T. C., & Kıng, P. C. (2016). Teacher Caring as a Classroom Management Strategy. Eğitim Ve İnsani Bilimler Dergisi: Teori Ve Uygulama(5), 3-12.