Well, I remember one time that, like, I went inside the classroom and she just, like, came up to me and she was like, you had better not talk this lesson and I wasn’t even talking at all.Īnother 15-year-old with disruptive behavior (in a mainstream school) said: One 15-year-old with disruptive behaviour (in a special school) said: She was always yelling Because she gave us a real hard book, and we were only in Year 1, and we couldn’t really read it that good įrequently, students’ descriptions of unfair treatment included pre-emptive punishments and reprimands: If I done the littlest thing wrong and someone done somethin’ major wrong, she would go for me first She just hated me, and I hated her.Īnother 10-year-old with no disruptive behaviour said: I usually have my earphones in and I just sit there and just listen to music she just like opened the door, seen me listening to music She comes up, grabs the earphones, she just rips them out of my ear ‘Listen to the teacher!‘Ī 16-year-old with disruptive behaviour (in a special school) said: One 13-year-old with disruptive behaviour (in a mainstream school) said: ShutterstockĪcross groups, 86% highlighted instances where they had perceived the teacher being unnecessarily hostile towards them, or where they felt they were treated unfairly. Nobody likes to feel like they’re being treated unfairly. Students in both groups overwhelmingly agreed on the key factors contributing to negative relationships. While not all students could remember a teacher they clashed with, a large proportion of each group could. If a student replied yes, we asked what sort of things would bring that on. We next asked students if they could remember any teachers they really didn’t get on with or clashed with. She gave me and some of the other smart kids harder work. One 12-year-old without disruptive behaviour said about their favourite teacher: These answers show how important it is for teachers to separate student disciplinary matters from relationship matters.Īround 16% of students highlighted teacher helpfulness, while 10% highlighted effective teaching, as a key advantage of their favourite teachers. He’s always saying this weird stuff walking around with this big puffy jacket, like some kind of Russian guard pretending his pencil is a cigar we just laugh. … I was never allowed to go on an excursion because of my ADHD.Ī 15-year-old with disruptive behaviour (also in a special school) said of their favourite teacher: One 13-year-old with disruptive behaviour (in a special school) said of their favourite teacher:Įvery time I’d go there without food … Miss H always used to buy me lunch, let me go on excursions. Even highly disruptive students bonded with teachers who were caring, kind and funny. The reasons students liked teachers were almost identical across groups. If the student replied yes, we then asked what made the relationship good. We first asked students if they could remember any teachers they’d had a really good relationship with. We also wanted to determine if there were “contaminating ingredients” that could sour these relationships, even for exemplary students. We were particularly interested in the “magic ingredients” that would support positive student-teacher relationships, even for disruptive students. They were often high achieving (such as school prefects or A-students), and all attended a mainstream school. The second group consisted of 42 students with no history of disruptive behaviour. Around half were in a special behaviour school for disruptive behaviour, and the remainder attended a mainstream school. The first group we interviewed consisted of 54 students who had a history of disruptive behaviour, such as acting out in class or being frequently suspended. Group punishment doesn't fix behaviour – it just makes kids hate school Even self-described troublemakers and class clowns often remember a specific teacher who stood up for them, who took them under their wing, or who changed their perceptions of school for the better. Teachers often rate relationships with such students to be low in closeness and high in conflict.īut these relationships aren’t always negative. Past research shows students with disruptive behaviour are more likely to experience negative relationships with their teachers than their less disruptive peers.
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