Seminars Created for Student Teachers
For decades research polls have identified school discipline and classroom management as among the top challenges most teachers at some point face during their professional careers. New teachers as well as some veteran teachers frequently cite classroom management as a primary concern in their teaching practice, and preservice teachers often point to classroom management as the area in which they feel the least prepared. Effectively integrating instruction in classroom management in a university setting provides a theoretical framework for preservice teachers. While theory is extremely helpful in developing classroom management philosophies, many teachers would agree that they didn’t really learn how to manage a classroom until they were actually working with real students in authentic classroom settings. Given this, it is imperative to develop opportunities to critically examine ways for preservice teachers to address and practice effective classroom management clinical and field experiences.
As a Professional Development Schools initiative, Anderson High School and Ball State University have leveraged the resources and expertise of the American Federation of Teachers (AFT) to provide “just-in-time” contextualized support in the area of behavior and classroom management. Based on the professional development course “Managing Antisocial Behavior” created through the AFT Educational Research and Dissemination (ER&D) program, the curriculum is collaboratively modified to meet the developmental needs of preservice teachers. Two all day seminars are held at our ACS Tanglewood Conference Center, strategically facilitated twice a semester by a trained and experienced Anderson High School classroom teacher. Student teachers from Anderson High School and Highland Middle School attend.
Issue: As a Professional Development School, how could we provide additional support for student teachers placed in our buildings in implementing and sustaining effective learning communities in practicing effective classroom management?
The answer: Leveraging an Anderson Community Schools and American Federation of Teachers Professional Development Program: Managing Anti-Social Behavior.
Contextualized support: Extending university instruction, developmentally modified to appropriately meet the needs of preservice teachers, research based instruction and strategies, specifically focused on secondary contexts, with an emphasis on translating theory into practice.
Challenges or Obstacles:
- Ability to leverage what resources, curriculum, and other school partnerships are available.
- Availability of a trained, experienced facilitator.
- Time and location for this level of workshop.
Benefits and Successes:
Anecdotal evidence provided through MASB Student Teacher Workshops Survey. Examples:
- “I was able to observe specific student behavior and decide on a course of action which included positive feedback. This course provided student teachers with a number of options for preventing and correcting antisocial behavior in the classroom. I absolutely recommend the continuation of the MASB behavior classes for pre-service teachers.” – Dawn M.
- “The MASB course really pushed the idea of reaching out to these unmotivated students and dealing with discipline problems in a more respectful way.” – Tiffany S.
- “I need to create rules that are definable, reasonable, enforceable, and few in number.” – Jenna T.
- “The instructor also led us to think about the ways in which these behaviors can occur. This was a great thing to include. It can be difficult to get people to empathize and to think about the reasons why people are the way they are.” – Adam C.
- “I learned a lot from hearing and comparing how each of us handled particular situations and their subsequent outcomes.” -Wendy B.
- “My understanding of antisocial behavior has been broadened greatly as a result of the time that we spent dealing with the subject this semester. I hope learn more about it in the future.” – Steve W.
- “These seminars allowed me to better understand the student thought process and to better present lessons to the students that fit their learning abilities.” -Karl S.
- “When we were actually in the students’ shoes and attempting to experience what they are feeling, that is when we really began to understand. The MASB workshops have been very helpful for my career, and I am glad I had the opportunity to learn more about this material.” – Laura H.
- “I enjoyed participating in the various skits and projects we were involved in during the seminars. The information is useful for any teacher, but especially pre-service or younger teachers. I hope that student teachers continue to have the opportunity for these skill-building exercises.” -Daniel T.
Submitted by: Ellen Finney Pickett, Anderson High School