An exploratory study of experienced bilingual-bicultural elementary teachers in an urban setting reflecting on their earlier classroom management practices

• Main Author: Reyes, Monserrate
• Language: ENG
• Published: ScholarWorks@UMass Amherst 1997
• Subjects: Elementary education|Curricula|Teaching|Teacher education
• Online Access: https://scholarworks.umass.edu/dissertations/AAI9737577

This exploratory study proposes to help new bilingual classroom teachers and administrators of new teachers to overcome problems related to discipline in the bilingual classroom. In this study, the respondents are experienced elementary teachers with two or more years in the targeted district's schools. The researcher was unable to locate any studies dealing directly with bilingual classrooms and student discipline. The literature review looks at the related issues of dropouts, absenteeism, rules, beyond rules, teacher burnout, parent involvement, the role of the administrator, the role of culture, cultural differences, bicognition, and teaching practices. All of the above mentioned are germane to the issue of student discipline, directly or indirectly, in American schools in urban settings. A 28-item bilingual (English/Spanish) questionnaire was responded to by 48 of 50 experienced bilingual elementary teachers solicited in this urban school district in Western Massachusetts. Each year, this district experiences a bilingual elementary teacher turnover of about 20% to 25%. The experienced bilingual elementary teachers in this study reflected on their first two years of teaching and described their attitudes and positive strategies for success. Their responses emerged to the researcher as a framework to develop a college course on creating a positive classroom ambience and/or teacher training workshops on classroom discipline and/or training, for the more effective involvement of school administrators. Chapter II should be given to teachers (bilingual or non-bilingual) as a handbook for guidance.