Teacher attending behaviors directed to at risk high school students

Graduation date: 1991Approximately one quarter of America's students\ud leave school prior to graduation. Teaching practices\ud need to be examined if schools are to effectively deal\ud with the student population. at highest risk of dropping\ud out. The purpose of this study was to investigate the\ud attending behaviors high school teachers directed to\ud students at high risk of dropping out, and to students\ud not so identified.\ud A survey of the literature provided an overview of\ud related studies which addressed the number of students\ud who drop out, their reasons for doing so, and alternative\ud programs for those who have left school. Not found in\ud abundance were studies linking teachers' classroom\ud behaviors with effective at risk strategies.\ud Data regarding teachers' verbal and nonverbal\ud attending behaviors were gathered in twenty classrooms.\ud The resulting totals for all at risk and control groups\ud were nearly equal. However, the types of attending\ud behaviors directed to the two groups were qualitatively\ud different. At risk students were praised one third as\ud often but were criticized seven times as often as their\ud control group counterparts. Additionally, at risk\ud students' attention getting behaviors were ignored seven\ud times as often, and they were physically approached half\ud as often as control group students.\ud Anecdotal data revealed contrasting classroom\ud atmospheres. Some classes were greeted at the door and\ud were praised by their teachers. Other teachers chastised\ud classes, spoke negatively about them, or showed little or\ud no interaction with students in them