Classroom context and teachers' perceptions of problem behaviors.

Abstract

Using content-controlled videotaped vignettes, we investigated the effects of disruptive and nondisruptive classroom contexts on teachers' perceptions of five problem behaviors. Seventy-four teachers viewed the videotapes and rated each portrayal in terms of severity, manageability, tolerance, and contagion. Only contagion yielded significant differences (stronger within the disruptive context), suggesting that the target child was held responsible for the classroom disorder. Correlational data further explained the relationship between the four areas, implying a quality (type of behavior)/quantity (degree or severity of behavior) dichotomy for interpreting perceptions. Overall data analysis yielded several implications for main stream ing the handicapped child with behavior problems.

Effect of short‐ and long‐term play therapy services on teacher–child relationship stress

“…The teachers of students in the ST group may have experienced more feelings of hope and encouragement as compared to teachers in the LT group because of the timing of the intervention. As mentioned earlier, as teachers' opinions of students solidify, it becomes more difficult for them to change their initial negative perceptions, even if student behavior improves (Safran & Safran, 1985). This concept is further supported by Lewin and colleagues (1983), who examined the perceptions of student teachers who had identified disruptive students in their classroom.…”

“…The authors discovered that, although these student teachers recorded behavioral improvement over time, their initial negative perceptions did not change. Safran and Safran (1985) found in their study of 74 teachers that teacher perceptions regarding students who were identified as disruptive to other students in their classroom were not as accepted or tolerated by their teacher as compared to other students. An additional study by Poulou and Norwich (2002) found that Greek teachers who experienced feelings of anger, irritation, and indifference regarding specific student behaviors were less likely to help the identified student.…”

Problem Students: A Contextual Phenomenon?

“…The children who were rejected were flexible, non-conforming, and aggressive. Safran and Safran (1985) found that teachers condemn behavior directed against other students or against the teacher more than behavior which is restricted to the student him/herself (inattention, laziness). Merrett and Wheldall (1984) reported that teachers have the most serious problems with students who molest their fellow students, or who frequently chat with their classmates.…”

Social Behaviors, Psychosocial Adjustments, and Language Ability of Aggressive Victims, Passive Victims, and Bullies in Preschool Children

“…Externalizing problems including aggression, hyperactivity, and oppositionality are strongly associated with poor quality teacher-child relationships (Murray & Murray, 2004). Children who often manifest oppositional or disruptive behaviors are likely to break rules, upset classroom order and provoke confrontations with teachers (Safran & Safran, 1985). Additionally, young children's language delay would distinguish aggressive victims from non-involved children, indicating aggressive victims possess limited language skills which are needed to develop positive peer relationships.…”