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”… likadant beror det på mig. Jag får inte heller vara sur och arg… och sedan i nästa stund ska de försöka lära sig någonting.” – En kvalitativ studie om lärares förhållningssätt gentemot stökigt elevbeteende

Wensmark, Nina LU and Engdahl, Sara LU (2013) SOPA63 20131
School of Social Work
Abstract
Authors: Sara Engdahl and Nina Wensmark
Title: "... at the same time it depends on me. I can’t be sulky and angry ... and then in the next minute they are supposed to learn something. "- A qualitative study of teachers' attitudes towards disruptive student behaviour.
Supervisor: Anders Östnäs

A disruptive classroom environment could be a dilemma for a teacher: who should the teacher most consider, the pupil who is causing the disturbance or the other students? We therefore decided to study how teachers can deal with this kind of situation. The aim of this study was to describe and analyze the attitude adopted by teachers towards students in the 6th grade whose behaviour the teachers perceive as having a disturbing effect. We also... (More)
Authors: Sara Engdahl and Nina Wensmark
Title: "... at the same time it depends on me. I can’t be sulky and angry ... and then in the next minute they are supposed to learn something. "- A qualitative study of teachers' attitudes towards disruptive student behaviour.
Supervisor: Anders Östnäs

A disruptive classroom environment could be a dilemma for a teacher: who should the teacher most consider, the pupil who is causing the disturbance or the other students? We therefore decided to study how teachers can deal with this kind of situation. The aim of this study was to describe and analyze the attitude adopted by teachers towards students in the 6th grade whose behaviour the teachers perceive as having a disturbing effect. We also wanted to examine teacher attitudes regarding helping these students to attain the required level of knowledge. The method that was used to collect the empirical material was qualitative semi – structured interviews combined with six vignettes that illustrated different situations where behaviour of the students was disruptive. In total, eight teachers participated in the study. The analysis of empirical material was based on an interactionistic perspective with the following different terms: closeness and distance, norms and departure from norms, competence in building and maintaining relationships, “role – taking” and “the generalized other”. The conclusion of the analysis was that the definition of what is perceived as a disruptive behaviour depends on the viewer. If a student is disrupting the other students who are studying, most of the teachers define this behaviour as an example of disruptive behaviour. Through the analysis it is shown that the teachers have the ability to understand why the students are misbehaving and they also understand what impact their own demeanour has on these students. Half of the teachers thought that their relationship to these students was characterized with much closeness. All of the teachers have the ability to use “role – taking” and five of the teachers used “the generalized other”. Most of the teachers thought that their own impact and how the lesson was held were of importance in relation to how likely it was that the pupils would attain the required level of knowledge. But how the support for the students is built varies among teachers. (Less)
Please use this url to cite or link to this publication:
author
Wensmark, Nina LU and Engdahl, Sara LU
supervisor
organization
course
SOPA63 20131
year
type
M2 - Bachelor Degree
subject
keywords
disruptive classroom behaviour, teachers attitudes, competence in building and maintaining relationships, ”role – taking”, “the generalized other".
language
Swedish
id
4022136
date added to LUP
2013-09-12 14:01:36
date last changed
2013-09-12 14:01:36
@misc{4022136,
  abstract     = {Authors: Sara Engdahl and Nina Wensmark
Title: "... at the same time it depends on me. I can’t be sulky and angry ... and then in the next minute they are supposed to learn something. "- A qualitative study of teachers' attitudes towards disruptive student behaviour.
Supervisor: Anders Östnäs

A disruptive classroom environment could be a dilemma for a teacher: who should the teacher most consider, the pupil who is causing the disturbance or the other students? We therefore decided to study how teachers can deal with this kind of situation. The aim of this study was to describe and analyze the attitude adopted by teachers towards students in the 6th grade whose behaviour the teachers perceive as having a disturbing effect. We also wanted to examine teacher attitudes regarding helping these students to attain the required level of knowledge. The method that was used to collect the empirical material was qualitative semi – structured interviews combined with six vignettes that illustrated different situations where behaviour of the students was disruptive. In total, eight teachers participated in the study. The analysis of empirical material was based on an interactionistic perspective with the following different terms: closeness and distance, norms and departure from norms, competence in building and maintaining relationships, “role – taking” and “the generalized other”. The conclusion of the analysis was that the definition of what is perceived as a disruptive behaviour depends on the viewer. If a student is disrupting the other students who are studying, most of the teachers define this behaviour as an example of disruptive behaviour. Through the analysis it is shown that the teachers have the ability to understand why the students are misbehaving and they also understand what impact their own demeanour has on these students. Half of the teachers thought that their relationship to these students was characterized with much closeness. All of the teachers have the ability to use “role – taking” and five of the teachers used “the generalized other”. Most of the teachers thought that their own impact and how the lesson was held were of importance in relation to how likely it was that the pupils would attain the required level of knowledge. But how the support for the students is built varies among teachers.},
  author       = {Wensmark, Nina and Engdahl, Sara},
  keyword      = {disruptive classroom behaviour,teachers attitudes,competence in building and maintaining relationships,”role – taking”,“the generalized other".},
  language     = {swe},
  note         = {Student Paper},
  title        = {”… likadant beror det på mig. Jag får inte heller vara sur och arg… och sedan i nästa stund ska de försöka lära sig någonting.” – En kvalitativ studie om lärares förhållningssätt gentemot stökigt elevbeteende},
  year         = {2013},
}