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ERIC Number: ED389390
Record Type: RIE
Publication Date: 1995-Jun
Pages: 735
Abstractor: N/A
Reference Count: N/A
Elementary Teachers' Perceptions of and Reported Strategies for Coping with Twelve Types of Problem Students.
Brophy, Jere
Written primarily for teachers who are expected or willing to invest significantly in the socialization role along with their other teaching roles, this report describes results of a classroom strategy study of how elementary school teachers cope with problem students. The report is divided into six parts. Part 1 discusses general principles and techniques for managing classrooms and coping with problem students. Its three chapters include: choosing to work with problem students and creating a context for doing so successfully; general principles and techniques for socializing students and resolving conflicts; and teacher's ideas about coping with problem students. Part 2, which contains four chapters, presents theory and research on coping with low achieving students, failure syndrome students, overly perfectionistic students, and underachieving students. Part 3, which contains three chapters, discusses three types of students with hostility problems: hostile-aggressive students; passive-aggressive students; and defiant students. Part 4 discusses student role adjustment problems and contains the following three chapters on types of students whose behavioral characteristics make it difficult for them to act as students are expected to act in most classrooms: hyperactive students; distractable students; and immature students. Part 5 discusses problems in students' social relationships and contains two chapters on students whose problems lie primarily in their social interaction with peers: students rejected by their peers, and shy/withdrawn students. Part 6, which contains the concluding chapter, looks at some of the main findings of the Classroom Strategy Study, at events that have developed since data collection that might affect their relevance, and at teacher role issues introduced in the first chapter. Contains approximately 317 references. (HTH)
Publication Type: Guides - Non-Classroom
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Spencer Foundation, Chicago, IL.; Michigan State Univ., East Lansing. Inst. for Research on Teaching.; Department of Education, Washington, DC.
Authoring Institution: N/A
Identifiers: N/A