Instructor Responses to Disruptive Student Classroom Behavior: A Study of Brief Critical Incidents

Autor/inn/en	Chesebro, Joseph L.; Lyon, Alexander
Titel	Instructor Responses to Disruptive Student Classroom Behavior: A Study of Brief Critical Incidents
Quelle	In: Communication Education, 69 (2020) 2, S.135-154 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0363-4523
DOI	10.1080/03634523.2020.1713386
Schlagwörter	Teacher Response; Behavior Problems; Student Behavior; Classroom Techniques; College Faculty; Teacher Effectiveness; Teacher Student Relationship; Resistance (Psychology); Undergraduate Students; Dissent; Conflict Resolution; Student Evaluation of Teacher Performance; Controversial Issues (Course Content); Discussion (Teaching Technique); Handheld Devices; Telecommunications + Suchen Sie Ihr Suchwort? Lehrerkommentar; Student behaviour; Schülerverhalten; Klassenführung; Fakultät; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teacher student relationships; Lehrer-Schüler-Beziehung; Resistenz; Dissens; Conflict solving; Konfliktlösung; Konfliktregelung; Controversial issues; Kontroverse; Telekommunikationstechnik
Abstract	This study used rhetorical and relational goal theory to examine the different ways college instructors respond to disruptive behaviors by students in the classroom. Student participants provided and described a critical incident involving a disruptive classmate that either was or was not handled effectively by the instructor. Results identified differences between effective and ineffective instructors' responses. Although teachers responded to similar types of incidents, there were thematic differences between what students named as effective and ineffective responses, with effective teachers managing both rhetorical goals and relational goals successfully. These teachers facilitated an open discussion, provided explanations to students' questions, remained composed and respectful, and managed cumbersome issues outside of the classroom. In contrast, ineffective teachers insisted on their own view and/or dismissed students' voices, ignored and/or avoided students' concerns, escalated conflicts, or indulged students or issues for too long. They showed little attention to relational goals and did not pursue highly effective rhetorical goals. Furthermore, participants often had strong, negative lasting impressions when instructors handled issues poorly. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01