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Störande elever korrigerande lärare: Om regler, förväntningar och lärares åtgärder mot störande flickor och pojkar i klassrummet
Linköping University, Department of Behavioural Sciences and Learning, Teaching and Learning in School, Teacher Education and other Educational Settings. Linköping University, Faculty of Educational Sciences.
2008 (Swedish)Doctoral thesis, monograph (Other academic)Alternative title
Disturbing Pupils Correcting Teachers : Rules, expectations and teachers way of handling misbehaving girls and boys in the classroom (English)
Abstract [en]

The aim of this study is to investigate rules and teachers´ expectations that are described by teachers and documents, what sort of pupils´ disorder that teachers put their attention to, in what way teachers´ are correcting pupils´ misbehaviours as well as how female and male teachers are correcting boys and girls. The study is based on a so called Yo-yo fieldwork in three schools. Three grade seven classes were followed during three periods of the first eight months of the school year 2003-2004. In sum 49 teachers and 74 pupils were observed. The analysis was accomplished by means of procedures influenced by Grounded Theory.

According to the results, teachers during start of the semester explain what sort of pupil behaviour they are expecting and not expecting. Teachers and school leaders also describes rules that are to be followed at each one of the schools. The analysis of misbehaviours of pupils that teachers paid attention to could be divided into four categories: disturbing ways of handling oneself, misuse of school materials, odd traits or peculiarities and lack of order in the classroom. The analysis also showed that the teachers were most disturbed by pupils talking out of turn. Teachers’ attention to pupils’ misbehaviours came out as a result of pupils spending time on their own projects during lessons. The analysis of the corrections that the 49 teachers used towards misbehaviours that they paid attention to showed that the most common strategy was appeals to behave better. It was also showed that teachers’ corrections could be divided into two categories: non-verbal signals and verbal measures. Teachers’ corrections were meant to direct the pupils back to work, make the pupils follow collegial agreements and make the pupils show respect for their teacher. According to whether or not pupils´ as well as teachers´ sex mattered I found that both female and male teachers found boys as most disturbing and therefore boys were corrected most often.

The results are finally discussed in relation to other research and according to the social psychological, the praxis and the teacher perspective that were used in the study.

Abstract [sv]

Syftet med denna studie är att studera regler och förväntningar som förmedlades av lärare och dokument, vilka elevbeteende som uppmärksammades som störande, hur lärarna korrigerade beteenden som uppmärksammats som störande och eventuella skillnader mellan kvinnliga och manliga lärares uppmärksamhet och korrigeringar av flickor och pojkar. En Yo-yo fältstudie har genomförts på tre skolor. Tre skolår 7 klasser följdes under tre perioder under de åtta första månaderna av läsåret 2003-2004. Sammanlagt observerades 49 lärare och 74 elever. Analysen genomfördes genom procedurer inspirerade av Grounded Theory.

Enligt resultatet förklarar lärare vid terminsstart vilka elevbeteenden som är önskvärda och inte önskvärda. Lärare och skolledare förklarar också vilka regler som gäller på de olika skolorna. Analysen av störande beteenden visar att lärare riktar mest uppmärksamhet mot elevers otillåtna prat. Lärarnas uppmärksamhet mot störande beteende kunde delas upp i fyra kategorier: störande aktivitet, störande artefakt, störande egenhet och störande oordning. Orsaken till att lärarna stördes var att eleverna genom fokus på egna projekt kom att avskärma sig från det sociala sammanhanget. Analysen av lärarnas korrigeringar visar att de 49 lärarnas vanligast förekommande korrigering var uppmaningar. Lärarnas korrigeringar av uppmärksammat störande beteende kunde vidare delas upp i två kategorier: icke-verbala eller verbala åtgärder. Lärarnas korrigeringar avsåg att återföra elever till arbetet, att få dem att följa kollegiala överenskommelser eller att få dem att visa respekt för läraren. Sambandet mellan elevernas och lärarnas kön visade att pojkar uppmärksammades som mest störande och följaktligen också korrigerades mest.

Resultaten diskuteras avslutningsvis i ljuset av annan forskning i relation till de lärar-, socialpsykologiska och praxisnära perspektiven som använts för studien.

Place, publisher, year, edition, pages
Institutionen för beteendevetenskap och lärande , 2008. , 221 p.
Series
Linköping Studies in Behavioural Science, ISSN 1654-2029 ; 126
Keyword [en]
rules, expectations, misbehaviours, corrections, gender, leadership
Keyword [sv]
regler, förväntningar, störande beteende, korrigeringar, kön, ledarskap
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:liu:diva-10589ISBN: 978-91-7393-994-2 (print)OAI: oai:DiVA.org:liu-10589DiVA: diva2:17319
Public defence
2008-02-07, I:101, I-huset, Campus Valla, Linköpings universitet, Linköping, 00:00 (English)
Opponent
Supervisors
Available from: 2008-01-24 Created: 2008-01-24 Last updated: 2009-05-13

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Samuelsson, Marcus

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