ERIC Number: EJ725133
Record Type: Journal
Publication Date: 2005
Reference Count: 31
Cognitive, Affective, and Relational Dimensions of Middle School Students: Implications for Improving Discipline and Instruction
Gable, Robert A.; Hester, Peggy P.; Hester, Larry R.; Hendrickson, Jo Mary; Sze, Susan
Clearing House: A Journal of Educational Strategies, Issues and Ideas, v79 n1 p40 Sep-Oct 2005
There are a number of factors that can undermine a teacher's ability to respond successfully to behavior problems in schools. They include: (1) difficulty relating to an increasingly more diverse group of students; (2) lack of skills to adequately assess student behavior and to identify major factors associated with problem behavior; and (3) the inability to develop pupil-specific academic interventions that provide students success and, at the same time, promote positive social interactions. In the following discussion, the authors examine critically these three overlapping areas, underscore the importance of explicit instruction, and highlight the significance of both informal conversations and structured interviews with students. They explain how student interviews can be especially useful when addressing common behavior problems of middle school students.
Descriptors: Middle School Students, Discipline, Teacher Student Relationship, Student Behavior, Behavior Problems, Teaching Methods, Interviews, Learning Strategies, Student Diversity, Intervention, Educational Diagnosis, Classroom Techniques, Teacher Competencies, Student Evaluation
Heldref Publications, Helen Dwight Reid Educational Foundation, 1319 Eighteenth Street, NW, Washington, DC 20036-1802. Web site: http://www.heldref.org.
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Middle Schools
Authoring Institution: N/A