NCJ Number
201270
Journal
Journal of Correctional Education Volume: 54 Issue: 2 Dated: June 2003 Pages: 60-64
Date Published
June 2003
Length
5 pages
Annotation
This article summarizes the findings of a survey of randomly selected incarcerated adult male students to determine their perspectives and individual needs; implications are drawn for classroom management techniques that respect diversity in teaching incarcerated adult students.
Abstract
The survey was conducted at the Deer Creek School located within the confines of the Putnamville Correctional Facility in central Indiana. Approximately 10 percent of the student population was surveyed, representing students of African-American, Caucasian, and Hispanic backgrounds, and ages from 18 to 56. Although the number of students interviewed for this survey was not sufficient to be considered statistically significant, the data collected provides insight into student attitudes. The questions asked in the survey were related to the topics of respect and attitudes toward school, teachers, and perceived learning styles. The majority of African-Americans said learning and academic subjects were what they liked most about school. One in four quit school because of family problems, and more than half quit because of lack of course credits, no motivation, or being suspended. The majority reported that their favorite teacher was one who worked with them and was helpful, treating them the same as everyone else. A majority preferred working individually as opposed to working in small groups. Fifty percent of Caucasians indicated learning and academics were what they liked most about school. Half of Caucasians dropped out of school because of drugs and hanging out with the wrong crowd, and the other half dropped out because of family problems and to find work. Their favorite teacher was described as being helpful and working with them, treating them the same as other students. They were evenly divided on preference for working individually or in small groups. Three-fourths of Hispanics listed learning and academics as what they liked best about school. Half quit school to go to work, and one in four quit because of family problems. Their favorite teacher helped them and treated them the same as other students. They were evenly divided in their preference for working individually or in small groups. Based on these findings, the effective teacher will take time to know the students and accept them as unique individuals with value who are capable of success. Classroom instruction should be varied to meet individual needs. Twelve tips are offered for teaching techniques that respect student individuality and diversity.