The Elephant in the Classroom: The Impact of Misbehavior on Classroom Climate

Autor/inn/en	Ratcliff, Nancy J.; Jones, Cathy R.; Costner, Richard H.; Savage-Davis, Emma; Hunt, Gilbert H.
Titel	The Elephant in the Classroom: The Impact of Misbehavior on Classroom Climate
Quelle	In: Education, 131 (2010) 2, S.306-314 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1172
Schlagwörter	Behavior Problems; Student Behavior; Persistence; Grade 4; Classroom Environment; Teacher Educators; Principals; Discipline; Grade 2; Elementary School Students; Elementary School Teachers; Observation; Statistical Analysis; Teacher Competencies; Teacher Student Relationship; Interaction; Classroom Techniques + Suchen Sie Ihr Suchwort? Student behaviour; Schülerverhalten; Ausdauer; School year 04; 4. Schuljahr; Schuljahr 04; Klassenklima; Unterrichtsklima; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Principal; Schulleiter; Disziplin; School year 02; 2. Schuljahr; Schuljahr 02; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Beobachtung; Statistische Analyse; Lehrkunst; Teacher student relationships; Lehrer-Schüler-Beziehung; Interaktion; Klassenführung
Abstract	The research discussed here is based on a one year study of 34 second and fourth grade teachers and their 588 students. Data were collected in 40 minute observational segments; six unannounced observations took place in each teacher's classroom for a total of 240 minutes per teacher. The data were analyzed in SPSS as quantitative data. Half of the teachers were rated as strong by their principals and half were rated needs improvement by the same principals. The purpose of the study was to determine the differences in the way that instructional and non-instructional interactions took place between teachers and their students in these two types of classrooms. The results indicated that strong teachers interacted more with their students on instructional matters, and their students spent more time engaged in learning. The climate in the needs improvement classrooms were often characterized by the following cycle of behaviors 1) student misbehavior, 2) teacher's attempt to control the misbehavior, 3) student persistence in continued misbehavior, teacher retreating in frustration, and 4) an increase in student misbehavior. The conclusions provide steps that teacher educators can share with pre-service and in-service teachers to avoid this unfortunate cycle of behavior. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10