A Professional Development Study of a New Teacher's Responses to Misbehavior
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This is a professional development study using action research protocol to deepen inquiry and reflection. The focus is on the educator’s learning with the intent to influence student learning and behavior. The context that prompted the inquiry was the barriers that were preventing myself from having the confidence to address misbehaviors in a remote learning environment while mitigating acting out, the same as the mentor teacher can do. The study focuses on four main themes: teacher attributions, student-teacher relationships, teacher confidence, and establishing rules and boundaries in the classroom. Feedback structures that influenced reflection and deepening of inquiry include personal journals and mentor feedback. I have changed the way that I think about disruptions in the class. I have started asking myself if the students know the rules, do they understand what is being asked of them, am I responding at the appropriate time, and I am creating a positive classroom environment through building a relationship with the student. I believe I have gained a lot of confidence to go into a classroom on my own and recognize the importance of professional growth in order to expand the teacher toolbox to become a more effective teacher.