Undesirable classroom situations: A systems communication perspective

Wubbels, Theo; Créton, Hans; Holvast, A. J. C. D.

doi:10.1007/bf01807255

Cited by 44 publications

(21 citation statements)

References 30 publications

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“…The QTI originated in The Netherlands and was used to gather students' and teachers' perceptions of interpersonal teacher behavior. It was developed by a team of Dutch educational researchers at the University of Utrecht for their research in secondary classrooms [8,44,53,54,[59][60][61].…”

Section: Methodsmentioning

confidence: 99%

“…This potentiallypowerful determinant of student learning provided a catalyst for a series of research studies in teacher education since the early 1980s at the University of Utrecht, The Netherlands. Research on associations between student outcomes and interpersonal teacher behavior produced encouraging results [51][52][53][54]. Interpersonal teacher behavior has been investigated widely at the secondary school level in a number of countries [10,54,55], but little research has taken place at the higher education level [17].…”

Section: Investigating Teacher Interpersonal Behaviormentioning

confidence: 99%

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Instructor-Student Interpersonal Interaction and Student Outcomes at the University Level in Indonesia~!2009-08-15~!2009-01-08~!2010-03-09~!

Fraser¹,

Aldridge²,

Soerjaningsih³

2010

TOEDUJ

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This article reports the validity of the Questionnaire on Teacher Interaction (QTI), (developed to assess studentteacher interpersonal interaction) when modified, translated and used at the university level in Indonesia. We also investigated relationships between students' outcomes (achievement and attitudes) and the quality of teacher-student interactions among 422 students in 12 classes in a private university in Indonesia. Data analyses supported the QTI's validity, revealed differences between a computer science and a management department in terms of instructor-student interactions, and identified which types of instructor-student interactions are most likely to promote student outcomes at the university level.

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Section: Methodsmentioning

confidence: 99%

Section: Investigating Teacher Interpersonal Behaviormentioning

confidence: 99%

Instructor-Student Interpersonal Interaction and Student Outcomes at the University Level in Indonesia~!2009-08-15~!2009-01-08~!2010-03-09~!

Fraser¹,

Aldridge²,

Soerjaningsih³

2010

TOEDUJ

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“…Two outcomes of our study warrant some further elaboration in the light of the system's perspective on communication (Watzlawick et al, 1967) adapted for the classroom situation by Wubbels et al (1988). First, the descriptions of student teacher behaviour in response to various classroom events reveal that student teachers tackle problems during teaching by behaviours which are similar in nature to the classroom hassles.…”

Section: Discussionmentioning

confidence: 94%

“…Then, disciplining pupils (such as correcting disruptive pupil behaviour by warning, yelling, and banning) can lead to a problematic interaction between teacher and pupils. Wubbels et al (1988) notice that this kind of symmetrical bchaviour in which both student teacher and pupils axe engaged in the same oppositional behaviour may well induce aggressive escalation. They describe how beginning teachers frequently become involved in these types of communication patterns.…”

Section: Discussionmentioning

confidence: 97%

“…In classroom communication, the teacher and the pupils continuously exchange messages. In these cyclical communication processes (see Wubbels, Cr6ton, & Holvast, 1988), looking for the start of a problematic exchange is often not very useful. Although we have focused on student teacher behaviour, we do not mean this is the origin of all problems.…”

Section: Discussionmentioning

confidence: 99%

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Student teacher behaviour in response to daily hassles in the classroom

Admiraal

Wubbels

Korthagen

1996

Social Psychology of Education

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Abstract. In this study, we describe student teacher behaviour in response to daily hassles in the classroom from three perspectives: the coping perspective, representing the meaning of the behaviour in the light of the situations in which it is shown; the pedagogical-methodological perspective, evident in an analysis of the instructional meaning of student teacher behaviour,, and the interpersonal perspective, meaning behaviour perceived as part of the teacher-pupil relationship.Observation of lessons of student teachers yields descriptions of student teacher behaviour in four types of classroom events. Two dimensions of student teacher behaviour have been extracted: the active-passive-dimension, describing the degree of intensity of a student teacher's actions when transferring (verbal) messages to the pupils; and the agitation-harmony-dimension, defining the degree of tension the student teacher arouses in the relationship between teacher and pupils.Two conclusions are developed. Firstly, in responding to pupils' off-task behaviour, student teachers generally show communication similar to the pupils' behaviour. This means that they are engaged in the same oppositional behaviour as the pupils, which can result in an aggressive symmetrically escalating relationship. Secondly, the newly developed descriptive framework with the two dimensions can be used in future research and in helping supervisors to reveal student teachers' blind spots for what is going on in the classroom during hassling events.

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The development of a questionnaire to describe science teacher communication behavior in Taiwan and Australia

She

Fisher

2000

Sci. Ed.

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Teachers contribute enormously to a positive social climate in science classes, particularly through their communication with students. This article describes the development and validation of a questionnaire, the Teacher Communication Behavior Questionnaire (TCBQ) (see pp. 723–726), which assesses student perceptions of the following five important teacher behaviors: Challenging, Encouragement and Praise, Non‐Verbal Support, Understanding and Friendly, and Controlling. The TCBQ was administered to 1202 students from 30 classes in Taiwan and to 301 students from 12 classes in Australia. The reliability and factorial validity of the TCBQ were found to be satisfactory for both the Taiwanese and Australian data. To further validate the questionnaire and understand the differences in teacher behavior according to the perceptions of students from the two countries, a qualitative approach was used. Students were interviewed (two from each of five classes) in both Taiwan and Australia. The interview questions focused on these students' responses to selected questionnaire items. The results obtained from the interviews supported and helped explain the quantitative results. In an application of the TCBQ in both countries, students' perceptions on four of the scales of the TCBQ were associated with their attitudes to their science classes. © 2000 John Wiley & Sons, Inc. Sci Ed 84:706–726, 2000.

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Undesirable classroom situations: A systems communication perspective

Cited by 44 publications

References 30 publications

Instructor-Student Interpersonal Interaction and Student Outcomes at the University Level in Indonesia~!2009-08-15~!2009-01-08~!2010-03-09~!

Instructor-Student Interpersonal Interaction and Student Outcomes at the University Level in Indonesia~!2009-08-15~!2009-01-08~!2010-03-09~!

Student teacher behaviour in response to daily hassles in the classroom

The development of a questionnaire to describe science teacher communication behavior in Taiwan and Australia

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