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dc.contributor.advisorVerlinde, Ruth A.
dc.contributor.advisorSelby, Karen L., 1959-
dc.contributor.authorArchey, Joshua
dc.date.accessioned2008-11-05T21:12:10Z
dc.date.available2008-11-05T21:12:10Z
dc.date.issued2002
dc.identifier.urihttp://hdl.handle.net/10920/6351
dc.descriptionv, 39 p.en
dc.description.abstractThis paper explores the question of how order can best be established and maintained by the teacher, without the teacher risking being labeled as an authoritative disciplinarian, devoid of understanding. I intend to show that the teacher must create a positive atmosphere in which understanding is not confused by the students with a lack of authority on the part of the teacher. The paper looks specifically at my own personal experiences, as well as the notes and observations of my teaching by my mentor teacher and my college supervisor. From these three vantage points I attempt to pinpoint the problems many beginning teachers face when trying to establish authority as new teachers in the classroom. Relevant literature is sought out to gain a perspective of other teachers’ experiences, what students consider to be the attributes of a good teacher, and the effects of rules, personality traits of the teacher, and the socioeconomic background of the students and the school.en
dc.description.sponsorshipMilwood Middle School
dc.language.isoen_USen
dc.relation.ispartofseriesSenior Individualized Projects. Education.en
dc.rightsU.S. copyright laws protect this material. Commercial use or distribution of this material is not permitted without prior written permission of the copyright holder.
dc.titleSucceeding as a Respected Authority Figure in the 21st Century Classroom: One Style Does Not Fit Allen
dc.typeThesisen


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  • Education Senior Individualized Projects [573]
    This collection includes Senior Individualized Projects (SIP's) completed in the Education Department. Abstracts are generally available to the public, but PDF files are available only to current Kalamazoo College students, faculty, and staff.

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