Discipline with Emotion: Exploring the Influence of Teacher Tone on Elementary Students' Perceptions of and Responses to Teacher Authority

Autor/in	Cashdollar, S.
Titel	Discipline with Emotion: Exploring the Influence of Teacher Tone on Elementary Students' Perceptions of and Responses to Teacher Authority
Quelle	(2018), (57 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Teacher Student Relationship; Power Structure; Interaction; Discipline; Elementary School Teachers; Elementary School Students; Student Attitudes; Responses; Communication Strategies; African Americans; Cultural Influences; Racial Factors; Teacher Expectations of Students; Caring; Trust (Psychology); Grade 3; Grade 4; Grade 5; Illinois (Chicago) + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Interaktion; Disziplin; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Schülerverhalten; Kommunikationsstrategie; Afroamerikaner; Cultural influence; Kultureinfluss; Care; Pflege; Sorge; Betreuung; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05
Abstract	Popular preventative discipline programs often provide guidelines for ideal disciplinary interactions, emphasizing teachers' use of a "neutral," "soft," "warm," and/or "loving" tone of voice during student discipline. Yet the scholarly literature has suggested that there are alternative pedagogical ways of using emotional expression, including tone, to enhance student learning. For example, a long line of scholarship on African American educators (Delpit, 1996; Foster, 1991, 1997; Gordson, 1998; Irvine & Fraser, 1998; Monroe & Obidah, 2004; Patterson, Mickelson, Hester, & Wyrick, 2011; Ware, 2006) has found that some African American teachers use a direct, assertive, and strict disciplinary tone in the context of trusting student- teacher relationships to communicate high expectations and concern. Through experiments, interviews, and observations, the current mixed methods study explored how elementary students perceived and responded to the strict tone aspect of this "tough love" discipline style. Based on the study's findings, I argue that programs that deem just one style of communication acceptable during discipline may in fact be needlessly excluding diverse teaching styles and disregarding the cultural assets of the teachers who use them. [This paper was published in "Mid-Western Educational Researcher" v30 n3 2018 (EJ1192848).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01