ERIC Number: ED314399
Record Type: RIE
Publication Date: 1989-Oct
Reference Count: N/A
Teachers' Strategies for Coping with Shy/Withdrawn Students. Research Series No. 199.
Brophy, Jere; Rohrkemper, Mary
Experienced elementary teachers (N=98) nominated by their principals as either outstanding or average at dealing with problem students described their general strategies for coping with shy/withdrawn students and told how they would handle incidents depicted in two vignettes portraying shyness and withdrawal problems at school. Most of the teachers' intuition- and experience-based responses emphasized bringing shy students along slowly but surely by making them feel comfortable and secure in the classroom, reassuring them of their ability to handle academic challenges, providing special instruction or help if necessary, and applying consistent but gentle and largely indirect pressure for change (in the form of invitations and encouragement rather than demands or direct confrontations). For withdrawn students, the teachers mentioned direct appeals for improved attention; cueing, shaping, environmental engineering, and other support of assistance in sustaining such attention; and attempts to identify and work on the underlying problems that led such students to become withdrawn in the first place. Within these general trends, the higher rated teachers mentioned a greater range of relevant strategies and expressed greater confidence in their ability to respond effectively to shy or withdrawn students than did the lower rated teachers. (Author/JD)
Descriptors: Behavior Modification, Coping, Elementary Education, Student Behavior, Teacher Behavior, Teacher Influence, Teacher Role, Teacher Student Relationship, Withdrawal (Psychology)
Institute for Research on Teaching, Michigan State University, 252 Erickson Hall, East Lansing, MI 48824 ($8.00).
Publication Type: Reports - Descriptive
Education Level: N/A
Authoring Institution: Michigan State Univ., East Lansing. Inst. for Research on Teaching.