How Teachers Interpret Behaviour and Decide to Respond Classroom Management Chapter 9

Variables to Consider Past behaviour of student Severity of misbehaviour Frequency of misbehaviour Time between misbehaviours Importance of the lesson Reaction by allies School discipline policy Student’s life at home Student’s respect for teacher

Past Behaviour of Student Teachers are more likely to respond differently to a student who has had more infractions in their class that a student who has had less.

Severity of Misbehaviour A teacher will respond differently to a racial slur than he would to a student who is observed whispering to another student. The extent to which you respond communicates a message to the students as to whether you are fair or ‘withit”

Frequency of Misbehaviour The more often the behaviour occurs, the more likely the teacher will perceive it as a defiance. The nature of the student’s response depends on how long the student wants to engage the teacher in terms of the student’s need for attention, power or revenge.

Time Between Misbehaviours Although a student may misbehave five times a day, teachers are more likely to interpret the misbehaviour as defiance if they occur within a five minute period.

Time and Place What is acceptable in one situation, or at one place in a lesson could be interpreted as a disturbance or a defiance in another.

Reaction by Others in Class If no one pays attention when the student misbehaves, they the teacher can choose to ignore it. However if the misbehaviour gets others involved then the teacher will have to respond.

School Discipline Policy The School Discipline Policy or lack of policy provides the boundaries that guide what you can and cannot do.

Student’s Life at Home The more we know about the students, the more sensitive and appropriate teachers can be in responding to their misbehaviours.

Student’s Respect for the Teacher If students do not like the teacher it increases the chances that any response to their misbehaviour will not be as effective.