Single problem-multiple responses: Lack of congruency toward misbehavior

Date

2010-10-31

Author

Gokmenoglu, Tuba
Eret, Esra
Kiraz, Ercan

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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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The present paper focuses on the teacher strategies towards nine specific cases. The findings stemming from the analyses of interviews show that the strategies used by the teachers are as following: individual talk about reason, displacing the student from group, inviting the students who ridicule to empathy, warning, monitoring, getting help from school director or psychological counselor, ignoring, coming closer and touching, questioning, giving responsibility, changing student seat, sending out, giving punishment, and advising. Furthermore, the results of the study indicate that although the same or similar managerial problems or disputes deserve similar solutions, teachers do not demonstrate coherent approach toward the same undesired behavior. (C) 2010 Published by Elsevier Ltd.

Subject Keywords

Teacher-student interaction, Case analysis, Student misbehavior, Classroom management

URI

https://hdl.handle.net/11511/37263

DOI

https://doi.org/10.1016/j.sbspro.2010.12.372

Conference Name

1st World Conference on Learning, Teaching and Administration (WCLTA)

Collections

Center for Advancing Learning and Teaching (ÖGEM), Conference / Seminar

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Citation Formats

T. Gokmenoglu, E. Eret, and E. Kiraz, “Single problem-multiple responses: Lack of congruency toward misbehavior,” Amer Univ, Cairo, EGYPT, 2010, vol. 9, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/37263.