Teachers' Views on the Impact of Classroom Management on Student Responsibility

Abstract

This article examines teachers' views of their management styles, classified as either ‘coercive’ or ‘relationship’ -based, for 145 primary and 363 secondary school teachers in Victoria, Australia. It finds that management that combines punishment with aggressive and hostile behaviour can exacerbate misbehaviour and increase student distraction. In contrast a combination of rewards and punishments, set in a context of discussion, validation of appropriate behaviour, involvement and trust, will encourage student responsibility and reduce misbehaviour. This study seeks to extend upon a 2001 study that reported generally similar findings from the reports of 3500 students attending the same schools as the teachers whose views are reported in this article. The discussion considers the most effective management strategies for reducing student misbehaviour and distraction, comparing both students' and teachers' views, as well as techniques that increase student responsibility and protection of rights, emphasising techniques and strategies that involve the use of recognition and rewards.

Classroom Management: What Does Research Tell Us?

“…Another study conducted by the Australian researchers Roache and Lewis (2011b) uses as its point of departure a study undertaken by , and focuses on the perception of classroom management that teachers have. The study shows that the teachers may not be aware of how much they can influence pupil behaviour and that they will often use punishment together with aggressive behaviour to correct pupil behaviour.…”

Interpersonal Relationships in Education

“…These results were encouraging as this approach to behaviour has been associated with the development of greater social responsibility amongst children (Roache & Lewis, 2011). Over the course of the project teachers came to believe that children's perceptions of teachers were less important as explanatory factors for behaviour than the children's relationship with peers.…”

“…Finding ways to assist teachers in relating to these children becomes even more important given the finding that when children become more challenging, teachers tend to become more punitive in their responses (Roache & Lewis, 2011). These emotions were found to be enabling, e.g., feeling supported, or inhibiting, e.g., feeling disrespected.…”

Moc v dialogickém vyučování

“…uspořádání učebního prostředí nežli přímé zdůrazňování učitelské moci. Lewis a jeho kolegové (Lewis, 2001;Lewis et al, 2005;Roache & Lewis, 2011) soustavně výzkumně dokládají, že existují typy učitelského chování (charakteristické svou agresivitou), které naopak výskyt nežádoucího žákov-ského chování zvyšují. Výzkumy zvládání třídy mají své praktické aplikace -vychází z nich příručky pro učitele 5 obsahující sety pravidel pro udržení pořádku a kontroly ve třídě.…”