Pre-service Teacher’s Knowledge of Effective Classroom Management Strategies: Defiant
This article written by Kher, Neeland was presented at the annual
Meeting of the American Educational Research Association. This study
identified pre-service teachers’ knowledge about effective and ineffective
classroom management strategies for defiant behavior. Data was presented
in extended written form. The responses were obtained from student
teachers in a rural, southern teacher education program at the end of their
student teaching experience in the spring semester. Participants were asked
to generate classroom strategies in response to problems that occurred in
the classroom. They had to discuss the strategies the would use in handling
two forms of defiant behavior and specific strategies that might not work.
The analysis indicated that student teachers’ reported strategies for both
vignettes were more similar than different. They most frequently reported
that they would send the student to the office, give verbal directives to stop
the behavior, lecture or reprimand, talk to both student separately, and
involve the principal or parents.
Strategies they typically considered ineffective included yelling or
screaming at the students or threatening punishment. What was absent from
the student teachers’ responses were proactive measures to prevent such
behavior or attempts to socialize the students to cooperate with learning
When trying to avoid defiant behavior, sending a child to the office
might work for a limited time because this takes the student out of the
learning environment. This could also give a negative influence if the
principal is not firm and supportive of his/her teaching staff. The student
will become aware of a way to get out of the classroom and that defiant
behavior will continue. This could hurt the student more than help him/her.
Planning ahead to keep your students on task will avoid inappropriate
behavior. It will help to model the acceptable behavior and always take care
of the misbehavior with the LEAST amount of disruption to your lesson and
the other students.