Creating Environments of Success and Resilience

By Elizabeth Bondy, D. Ross, Caitlin Gallingane, Elyse Hambacher. 2007

261 citations recorded by the source corpus.

Creating safe and productive environments with a diverse student population requires more than the strategies recommended in the original classroom-management literature. Drawing from the literature on culturally responsive classroom management, psychologically supportive classroom environments, and building resilience, the authors describe the practices used by three effective novice teachers in urban elementary classrooms during the first 2 hours of the first day of school. The study was based on videotape and interview data that were qualitatively analyzed using an inductive approach. The novice teachers focused on developing relationships and establishing expectations through the use of “insistence” and a culturally responsive communication style. The study provides clear pictures of the ways in which teachers teach and insist on respectful behavior and establish a caring, task-focused community. As such, it demonstrates how teachers create environments of success and resilience for students who have historically floundered in school.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/c7e9d1b5e684b5e8a4e674f5a8f31718aa72528b

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In Clinical Psychology

In Education

Citations in the corpus

Creating and Maintaining a Safe Space in Experiential Learning (2015, background): “Bondy et al. (2007) propose playing games in order to help the students talk to each other and to encourage student participation.”
Teacher Support and Adolescents' Subjective Well-Being: A Mixed-Methods Investigation (2009, background): “Such data can be combined with school psychologists’ classroom observations and/or qualitative student feedback to identify a teacher’s strengths and weaknesses and provide recommendations that are aligned with healthy teacher behaviors described in the current study and similar investigations (e.g.”
Culturally Responsive Teaching as an Ethics- and Care-Based Approach to Urban Education (2012, background): “Detachment in classroom management stems from its emphasis on control (Allen, 2010; see also Bondy et al., 2007) that many teachers internalize from their own educational and family backgrounds, preservice training, in-service peer culture, and which political pressure to increase student…”
Classroom Management in Diverse Classrooms (2010, background): “In addition to culturally responsive classroom management, Bondy et al. (2007) grounded their research in theories of psychologically supportive classroom environments and building resistance. Through videotaping and interviewing, the authors studied three effective novice teachers during their firs”
The Teacher as Warm Demander (2008, background): “When the effective novice teachers we observed confronted recurring behavior issues, they collected data to help them understand the situation before taking action (Bondy et al., 2007).”
Examining How Proactive Management and Culturally Responsive Teaching Relate to Student Behavior: Implications for Measurement and Practice (2018, background): “Moreover, scholars suggest that teachers may accommodate different communication styles through varying their own communication (Bondy et al., 2007; Day-Vines & DayHairston, 2005).”