CHAPTER 10: Teachers’ Experiences with Classroom Management and Children Diagnosed with Emotional Behavioral Disorder

The ways in which teachers’ perspectives are formed based upon their experiences are crucial for understanding the application of interventions with students who are at risk for emotional and behavioral disorder (Montague & Rinaldi, 2001), especially when teachers from the dominant culture interact with students from underrepresented backgrounds (Patton, 1998). Furthermore, teachers’ decisions and actions shape classroom management, particularly concerning the use of praise and positive reinforcement (Moore Partin, Robertson, Maggin, Oliver, & Wehby, 2010) or strategies aimed at preventing and intervening student behaviors (Van Acker, 2007). Additionally, the development of strong rapport between educators and students underscores efforts at managing classrooms (Price Aultman, Williams-Johnson, & Schutz, 2009). In urban school settings with students from diverse and low socioeconomic backgrounds, teacherstudent relationships might play a pivotal role (Murray & Zvoch, 2011). Additionally, when such relationships are infused with culturally responsive actions in diverse and urban classrooms, there might be salient enhancement of student behavior and learning (Milner & Tenore, 2010). However, Shores and Jack (1993) postulate that teachers may be unaware of how their behaviors impact these students. Since culturally underrepresented students are disproportionally labeled with emotional behavioral disorder (EBD), an exploration of the perspectives and experiences underscoring the relationship between general educators and students with EBD might be crucial for promoting the academic and social success of this group of pupils.