Courtney Weber February 12, 2013 EDUC 707 Lab 2 Introduction As a first year special education teacher, I was

unprepared for the amount of student misbehavior that negatively impacted my ability to actually teach. Attending California State University San Bernardino for my entire higher education career, I attended many classes on delivering instruction and pedagogy, or the art of teaching. I felt excited and ever-so-prepared to teach special education students in grades 4-6 after graduating at 22 years old. I spent two week setting up a color coded, aesthetically pleasing classroom environment, and wrote students names on journal and textbooks. However, it only took about 15 minutes on my first day to realize that my time was going to be saturated with addressing student misbehavior for the majority of my teaching day. Even recess, where the teacher is supposed to use the restroom and get refreshed, was spent refereeing students. While I had successfully passed fifteen curriculum and instructional courses for my teaching credential (with a 4.0 GPA by the way), I had taken only one course on classroom management. The classroom management course involved reading an outdated 1980s textbook and dialoging with other students- who were not yet in a classroom setting either. While theory based learning can be helpful, it did not prepare me or the necessity to manage students and misbehavior. I chose to garner as much knowledge as possible on classroom management- reading books, research articles, and accessing professional development in an effort to understand how to run an effective classroom so teaching could take place. After seven years of teaching, I earned a coveted administrative position. It was during my administrative tenure that I found nearly every special education classroom has serious student misbehavior which can either derail an entire classroom or be managed with effective strategies. I have found very few special education teachers possess the knowledge of evaluating the function of student misbehavior and how to deal with such. Ive found my special education teachers are masters at delivering engaging, fun, innovation lessons. The ability to succeed in the teaching profession with constant student misbehavior and naughtiness is another story. My labs are focused on asking survey questions to find out how many courses were offered for special education teachers on instructional delivery versus behavior modification/classroom management. I am attempting to find out how teachers also receive student misbehavior as a challenge in their classroom setting.

Hypothesis I hypothesize that new teachers (teaching <5 years) with the least amount of courses in classroom management will determine that students behavior negatively impacts their teaching experience and takes away from instructional minutes. Teachers with more than 5 years of teaching will no longer rely on coursework to measure their ability to handle student misbehavior.

Question 1: How many classes were required for graduation in your special education teacher preparation program that targeted classroom management? a. Alternative Hypothesis: Teachers who have taken more behavioral management courses, will be statistically significant in reporting that behavior negatively impacts their teaching experience. b. Two tailed test c. Null Hypothesis: Teachers who have taken more behavioral management courses, will not be statistically significant in reporting that behavior negatively impacts their teaching experience. d. Two tailed test e. Dependent Variable: f. Independent Variable: Question 2: Student misbehavior impacts your teaching experience. a. Alternative Hypothesis: The more classes a teacher has taken in behavior management, the less likely they will report that student misbehavior impacts their teaching experience. b. Two tailed test c. Null Hypothesis: Student misbehavior will not impact teaching experience based upon years of teaching experience. d. Two tailed test e. Dependent Variable: f. Independent Variable: Variables The variables used for Lab #2 were Results

T Test
One-Sample Statistics N Mean Std. Deviation Students 48 .00 .000a Q1 48 2.44 1.303 Q2 48 2.65 1.345 a. t cannot be computed because the standard deviation is 0. Std. Error Mean .000 .188 .194

One-Sample Test Test Value = 0 95% Confidence Interval of the Difference Lower Upper 2.06 2.82 2.26 3.04

Q1 Q2

t 12.959 13.633

df 47 47

Sig. (2-tailed) .000 .000

Mean Difference 2.438 2.646