Abstract
Classroom management is cited as a frequent concern by many teachers. These concerns with classroom management are commonly rooted in a struggle to effectively engage students and a failure to form authentic relationships with students. Centering Culturally Relevant Pedagogy is crucial when effectively engaging and building authentic relationships with students – especially for Culturally and Linguistically Diverse students identified with Emotional Behavior Disorder (EBD). Mainly, teachers should hold a high self-efficacy of themselves and high expectations for their students, build and maintain authentic classroom communities, and demonstrate a passion for their work. Unfortunately, many teachers do not prioritize the need to be culturally responsive to their students’ families or the need to investigate their own cultural self-awareness. Additionally, these teachers often feel uninformed and ill-prepared to prioritize the aforementioned elements to successfully engage students in the classroom, as educator preparation programs often provide too little information, training, and reinforcement regarding the basics, as well as more specific strategies, of effective classroom management. Schools persistently fall short in providing an educational experience for students with EBD that leads to appropriate and desired educational outcomes due to a lack of teacher training in understanding the foundation and function of behavior, as well as how to appropriately address problematic behaviors. These shortcomings become particularly complex in classrooms with students with EBD, given the students’ multifaceted academic and social behavioral needs. Moreover, given the overrepresentation of African American males in the EBD disability category, the importance of specific cultural components cannot be ignored. Thus, when teachers do not structure their classroom culture in a manner that is Culturally Relevant, many students, especially African American male students with EBD, experience challenges meeting their goals to function properly in various environments—both in and out of the classroom. One strategy that teachers can use to improve their teaching of students with EBD is Classroom Management On-boarding (CMO-b). This paper identifies specific techniques that could guide the development of a plan for CMO-b that emphasizes the importance of the teacher-student relationship as the foundation for building a positive and effective classroom for teachers of students identified with EBD, and especially for African American male students.
References
Adams, K. S., & Christenson, S. L. (2000). Trust and the family-school relationship examination of parent-teacher differences in elementary and secondary grades. Journal of School Psychology, 38(5), 477−497. https://doi.org/10.1016/s0022-4405(00)00048-0.Search in Google Scholar
Anderson, R. C., Graham, M., Kennedy, P., Nelson, N., Stoolmiller, M., Baker, S. K., & Fien, H. (2019). Student agency at the crux: Mitigating disengagement in middle and high school. Contemporary Educational Psychology, 56, 205−217. https://doi.org/10.1016/j.cedpsych.2018.12.005.Search in Google Scholar
Arthur, D. (2012). Recruiting, interviewing, selecting & orienting new employees (5th ed.). New York, NY: American Management Association.Search in Google Scholar
Banks, T., & Obiakor, F. E. (2015). Culturally responsive positive behavior supports: Considerations for practice. Journal of Education and Training, 3(2), 83–90. https://doi.org/10.11114/jets.v3i2.636.Search in Google Scholar
Beaty-O’Ferrall, M. E., Green, A., & Hanna, F. (2010). Classroom management strategies for difficult students: Promoting change through relationships. Middle School Journal, 41(4), 4–11.10.1080/00940771.2010.11461726Search in Google Scholar
Billingsley, B. S., Fall, A. M., & Williams, T. O. (2006). Who is teaching students with emotional and behavioral disorders? A profile and comparison to other special educators. Behavioral Disorders, 31, 252–264. https://doi.org/10.1177/019874290603100301.Search in Google Scholar
Blacher, J., Baker, B. L., & Eisenhower, A. S. (2009). Student–teacher relationship stability across early school years for children with intellectual disability or typical development. American Journal on Intellectual and Developmental Disabilities, 114(5), 322–339. https://doi.org/10.1352/1944-7558-114.5.322.Search in Google Scholar
Bohanon, H., Fenning, P., Borgmeier, C., Flannery, B., & Malloy, J. (2009). Finding a direction for high school positive behavior support. In Handbook of positive behavior support. (pp. 581–601). Boston, MA: Springer.10.1007/978-0-387-09632-2_24Search in Google Scholar
Boynton, M., & Boynton, C. (2005). The educator’s guide to preventing and solving discipline problems. Alexandria, VA: ASCD.Search in Google Scholar
Braaten, J. (2013). Linking EBD student achievement to attachment: Exploring the role of relationship in encouraging school success. Retrieved from Sophia, the St. Catherine University repository website: https://sophia.stkate.edu/msw_papers/156.Search in Google Scholar
Brady, R. P. (2011). Picture interest career survey (2nd ed.). Indianapolis: IN: JIST Works, JIST Publishing.Search in Google Scholar
Burden, P. (2020). Classroom management: Creating a successful K-12 learning community. Hoboken, NJ: John Wiley & Sons.Search in Google Scholar
Cangelosi, J. S. (2013). Classroom management strategies: Gaining and maintaining students’ cooperation. Hoboken, NJ: John Wiley & Sons.Search in Google Scholar
Cartledge, G., & Kourea, L. (2008). Culturally Responsive Classrooms for Culturally Diverse Students With and At Risk for Disabilities. Exceptional Children, 74(3), 351–371. https://doi.org/10.1177/001440290807400305.Search in Google Scholar
Chism, N. V. N. (1998). Developing a philosophy of teaching statement. Essays on Teaching Excellence, 9(3), 1−2.Search in Google Scholar
Clark, E. J. (2007). Conduct disorders in African American adolescent males: The perceptions that lead to over-diagnosis and placement in special programs. Alabama Counseling Association Journal, 33(2), 1–7.Search in Google Scholar
Clunies-Ross, P., Little, E., & Kienhuis, M. (2008). Self-reported and actual use of proactive and reactive classroom management strategies and their relationship with teacher stress and student behavior. Educational Psychology, 28(6), 693–710.10.1080/01443410802206700Search in Google Scholar
Cook, J. (2016). Human resources management: Onboarding program and trainer’s guide for charter school employees, [Doctoral dissertation]. Available from ProQuest Dissertations & Theses Global database. (UMI No. 10125076).Search in Google Scholar
Correa, V. I., & Wagner, J. Y. (2011). Principals’ roles in supporting the induction of special education teachers. Journal of Special Education Leadership, 24(1), 17–25.Search in Google Scholar
Cothran, D. J., Kulinna, P. H., & Garrahy, D. A. (2003). “This is kind of giving a secret away…”: Students’ perspectives on effective class management. Teaching and Teacher Education, 19(4), 435−444. https://doi.org/10.1016/s0742-051x(03)00027-1.Search in Google Scholar
Danielson, C., Axtell, D., Bevan, P., Cleland, B., McKay, C., Phillips, E., & Wright, K. (2009). Implementing the framework for teaching in enhancing professional practice: An ASCD action tool. Alexandria, VA: ASCD.Search in Google Scholar
Decker, D. M., Dona, D. P., & Christenson, S. L. (2007). Behaviorally at-risk African American students: The importance of student–teacher relationships for student outcomes. Journal of School Psychology, 45(1), 83−109. https://doi.org/10.1016/j.jsp.2006.09.004.Search in Google Scholar
Eierman, R. J. (2008). The teaching philosophy statement: Purposes and organizational structure. Journal of Chemical Education, 85(3), 336−339. https://doi.org/10.1021/ed085p336.Search in Google Scholar
Emmer, E. T., & Stough, L. M. (2001). Classroom management: A critical part of educational psychology, with implications for teacher education. Educational Psychologist, 36(2), 103−112. https://doi.org/10.1207/s15326985ep3602_5.Search in Google Scholar
Erbe, B. (2007). Reducing test anxiety while increasing learning: The cheat sheet. College Teaching, 55(3), 96−97. https://doi.org/10.3200/ctch.55.3.96-98.Search in Google Scholar
Eryilmaz, A. (2014). Perceived personality traits and types of teachers and their relationship to the subjective well-being and academic achievements of adolescents. Educational Sciences: Theory and Practice, 14(6), 2049−2062.Search in Google Scholar
Evertson, C. M., & Weinstein, C. S. (2006). Classroom management as a field of inquiry. In C. M. Evertson & C. S. Weinstein (Eds.), Handbook of classroom management: Research, practice, and contemporary issues (pp. 3−16). Mahwah, NJ: Lawrence Erlbaum Associates.Search in Google Scholar
Furrer, C., & Skinner, E. (2003). Sense of relatedness as a factor in children’s academic engagement and performance. Journal of Educational Psychology, 95(1), 148−162. https://doi.org/10.1037/0022-0663.95.1.148.Search in Google Scholar
Gay, G. (2002). Culturally responsive teaching in special education for ethnically diverse students: Setting the stage. International Journal of Qualitative Studies in Education, 15(6), 613–629. https://doi.org/10.1080/0951839022000014349.Search in Google Scholar
Greenberg, J., Putman, H., & Walsh, K. (2014). Training our future teachers: Classroom management. Washington, DC: National Council on Teacher Quality.Search in Google Scholar
Gregory, A., Allen, J., Mikami, A., C., Hafen, C., & Pianta, R. (2014). Effects of a professional development program on behavioral engagement of students in middle and high school. Psychology in the Schools, 51(2), 143–163. https://doi.org/10.1002/pits.21741.Search in Google Scholar
Hallgren, K., Gonzalez, N., Choi, J., Kelly, K., Li, A., Ochoa, L., & Gill, B. (2017). The Atlanta public schools turnaround strategy after one year: High impact Tutoring and the purpose built schools partnership. Mathematica Policy Research Reports. Atlanta, GA: Mathematica Policy Research.Search in Google Scholar
Hattie, J. A. C. (2010). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York, NY: Routledge Press.Search in Google Scholar
Herron, M. D., & Martin, J. (2015). Capacity and opportunity: Predicting engagement for middle school students with behavioral disorders. Journal of Emotional and Behavioral Disorders, 23(4), 215−225. https://doi.org/10.1177/1063426614557816.Search in Google Scholar
Hughes, J. N., Gleason, K. A., & Zhang, D. (2005). Relationship influences on teachers’ perceptions of academic competence in academically at-risk minority and majority first grade students. Journal of School Psychology, 43(4), 305−320. https://doi.org/10.1016/j.jsp.2005.07.001.Search in Google Scholar
Jungert, T., Iotti, N., Longobardi, C., & Thornberg, R. (2017). Student–teacher relationships and their associations with pro-social motivation and bystander behaviors in school bullying. Abstract from World Anti-Bullying Forum, Stockholm, Sweden. Retrieved from https://lup.lub.lu.se/search/publication/54011467-ed70-4a0b-9c3b-c9fe4401696e.Search in Google Scholar
Keisling, B., & Laning, M. (2016). We are happy to be here: The onboarding experience in academic libraries. Journal of Library Administration, 56(4), 381−394. https://doi.org/10.1080/01930826.2015.1105078.Search in Google Scholar
Kern, L. (2015). Addressing the needs of students with social, emotional, and behavioral problems: Reflections and visions. Remedial and Special Education, 36(1), 24−27. https://doi.org/10.1177/0741932514554104.Search in Google Scholar
Ladson-Billings, G. (1995). But that’s just good teaching! The case for culturally relevant pedagogy. Theory Into Practice, 34(3), 159–165.10.1080/00405849509543675Search in Google Scholar
Ladson-Billings, G., & Tate, W. F. (1995). Toward a critical race theory of education. Teachers College Record, 97(1), 47–68.10.1177/016146819509700104Search in Google Scholar
Lastrapes, R., & Mooney, P. (2019). Noticing and noting: Teaching students with EBD to effectively self-monitor. Beyond Behavior, 28(2), 108–120. https://doi.org/10.1177/1074295619852086.Search in Google Scholar
Lemov, D. (2010). Teach like a champion: 49 techniques that put students on the path to college. San Francisco, CA: Jossey-Bass.Search in Google Scholar
Levasseur, D. G., & Kanan Sawyer, J. (2006). Pedagogy meets PowerPoint: A research review of the effects of computer-generated slides in the classroom. The Review of Communication, 6(1-2), 101–123. https://doi.org/10.1080/15358590600763383.Search in Google Scholar
Lynch, M., & Cicchetti, D. (1997). Children’s relationships with adults and peers: An examination of elementary and junior high school students. Journal of School Psychology, 35(1), 81−99. https://doi.org/10.1016/s0022-4405(96)00031-3.Search in Google Scholar
Martens, E. A. (2008). The instructional use of argument across the curriculum. Middle School Journal, 38(5), 4−13.10.1080/00940771.2007.11461597Search in Google Scholar
McLeskey, J., Barringer, M. D., Billingsley, B., Brownell, M., Jackson, D., Kennedy, M., … Ziegler, D. (2017). High-leverage practices in special education. Arlington, VA: Council for Exceptional Children & CEEDAR Center.Search in Google Scholar
Melnick, S. A., & Meister, D. G. (2008). A comparison of beginning and experienced teachers’ concerns. Educational Research Quarterly, 31(3), 39–56.Search in Google Scholar
Mihalas, S., Morse, W. C., Allsopp, D. H., & Alvarez-McHatton, P. (2009). Cultivating caring relationships between teachers and secondary students with emotional and behavioral disorders: Implications for research and practice. Remedial and Special Education, 30(2), 108−125. https://doi.org/10.1177/0741932508315950.Search in Google Scholar
Milner IV, H. R. (2008). Critical race theory and interest convergence as analytic tools in teacher education policies and practices. Journal of Teacher Education, 59(4), 332–346. https://doi.org/10.1177/0022487108321884.Search in Google Scholar
National Center for O*NET Development. O*NET Interest Profiler. My Next Move. Retrieved January 13, 2021, from https://www.mynextmove.org/explore/ip.Search in Google Scholar
Oliver, R. M., & Reschly, D. J. (2010). Special education teacher preparation in classroom management: Implications for students with emotional and behavioral disorders. Behavioral Disorders, 35(3), 188−199. https://doi.org/10.1177/019874291003500301.Search in Google Scholar
Osher, D., & Hanley, T. (2001). Implementing the SED National Agenda: Promising Programs and Policies for Children and Youth With Emotional and Behavioral Problems. Education & Treatment of Children, 24(3), 374–403.Search in Google Scholar
Owens, J. S., Holdaway, A. S., Smith, J., Evans, S. W., Himawan, L. K., Coles, E. K., & Dawson, A. E. (2018). Rates of common classroom behavior management strategies and their associations with challenging student behavior in elementary school. Journal of Emotional and Behavioral Disorders, 26(3), 156−169. https://doi.org/10.1177/1063426617712501.Search in Google Scholar
Parkes, J., & Harris, M. B. (2002). The purposes of a syllabus. College Teaching, 50(2), 55−61. https://doi.org/10.1080/87567550209595875.Search in Google Scholar
Pianta, R. C., Hamre, B. K., & Allen, J. P. (2012). Teacher-student relationships and engagement: Conceptualizing, measuring, and improving the capacity of classroom interactions. In Christenson, S. L., Reschly, A. L., & Wylie, C. (Eds.), Handbook of research on student engagement (pp. 365–386). New York: Springer Publishing.10.1007/978-1-4614-2018-7_17Search in Google Scholar
Pianta, R. C., & Stuhlman, M. W. (2004). Teacher-child relationships and children’s success in the first years of school. School Psychology Review, 33(3), 444−458. https://doi.org/10.1080/02796015.2004.12086261.Search in Google Scholar
Protheroe, N. (2007). Emotional support and student learning. Principal, 86(4), 50−54.Search in Google Scholar
Rashid, H. M. (2009). From brilliant baby to child placed at risk: The perilous path of African American boys in early childhood education. The Journal of Negro Education, 78(3), 347–358.Search in Google Scholar
Rimm-Kaufman, S., & Sandilos, L. (2011). Improving students’ relationship with teachers to provide essential supports for learning. American Psychological Association. Retrieved from www.apa.org/education/k12/relationships.aspx#.Search in Google Scholar
Scherzinger, M., & Wettstein, A. (2019). Classroom disruptions, the teacher–student relationship and classroom management from the perspective of teachers, students and external observers: A multimethod approach. Learning Environments Research, 22(1), 101−116. https://doi.org/10.1007/s10984-018-9269-x.Search in Google Scholar
Scott, T. M. (2016). Teaching behavior: Managing classroom behavior with effective instruction. New York, NY: Corwin Press.10.4135/9781506337883Search in Google Scholar
Shepherd, T. L., & Linn, D. (2015). Behavior and classroom management in the multicultural classroom: Proactive, active, and reactive strategies. Thousand Oaks, CA: Sage Publications.10.4135/9781483366647Search in Google Scholar
Simmons-Reed, E. A., & Cartledge, G. (2014). School Discipline Disproportionality: Culturally Competent Interventions for African American Males. Interdisciplinary Journal of Teaching and Learning, 4(2), 95–109.Search in Google Scholar
Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education & Treatment of Children, 31(3), 351−380.10.1353/etc.0.0007Search in Google Scholar
Smith, M. F., & Razzouk, N. Y. (1993). Improving classroom communication: The case of the course syllabus. The Journal of Education for Business, 68(4), 215−221. https://doi.org/10.1080/08832323.1993.10117616.Search in Google Scholar
Strong, R., & Caldwell, R. (2015). A guide to Kentucky’s next generation leadership series for onboarding new superintendents. [Doctoral dissertation]. Available from ProQuest Dissertations & Theses Global database. (UMI No. 3707327).Search in Google Scholar
Stronge, J. H., Ward, T. J., & Grant, L. W. (2011). What makes good teachers good? A cross-case analysis of the connection between teacher effectiveness and student achievement. Journal of Teacher Education 62(4), 339−355. https://doi.org/10.1177/0022487111404241.Search in Google Scholar
Swanson, J. L., & Fouad, N. A. (1999). Applying theories of person-environment fit to the transition from school to work. The Career Development Quarterly, 47(4), 337−347. https://doi.org/10.1002/j.2161-0045.1999.tb00742.x.Search in Google Scholar
Taylor, L., & Parsons, J. (2011). Improving student engagement. Current Issues in Education, 14(1), 1−33.10.1177/0273475310392542Search in Google Scholar
The IRIS Center. (2010). Differentiated instruction: Maximizing the learning of all students. Retrieved from https://iris.peabody.vanderbilt.edu/module/di/. Nashville, TN.Search in Google Scholar
Walker, R. M. (2018). Positive behavioral support in middle school: The impact of inconsistent implementation on school culture. [Doctoral dissertation]. Available from https://deepblue.lib.umich.edu/bitstream/2027.42/142806/1/Walker. Full Dissertation 2018_Updated.pdf.Search in Google Scholar
Wentzel, K. R. (2016). Teacher-student relationships. In K. R. Wentzel & D. B. Miele (Eds.), Handbook of motivation at school (2nd ed.). pp. 211−230). New York, NY: Routledge.10.4324/9781315773384Search in Google Scholar
Westling, D. L. (2010). Teachers and challenging behavior knowledge, views, and practices. Remedial and Special Education, 31(1), 48–63. https://doi.org/10.1177/0741932508327466.Search in Google Scholar
Williams, R., & Grudnoff, L. (2011). Making sense of reflection: A comparison of beginning and experienced teachers’ perceptions of reflection for practice. Reflective Practice, 12(3), 281–291. https://doi.org/10.1080/14623943.2011.571861.Search in Google Scholar
Wong, H. K., Wong, R. T., & Seroyer, C. (2009). The first days of school: How to be an effective teacher. Mountain View, CA: Harry K. Wong Publications.Search in Google Scholar
© 2021 Walter de Gruyter GmbH, Berlin/Boston
