Addressing challenging behaviours in urban high school classrooms through building relationships with students
Document Type
Article
Publication Date
1-1-2021
Abstract
Teachers continue to struggle with challenging behaviour, and because of this, many leave the field shortly after being hired. In order to respond appropriately to such challenges, teachers must understand why students misbehave. This case study analysed what four high school teachers considered challenging behaviours in their classrooms. The most prominent challenging behaviours the teachers faced were defiance and attention seeking. Moreover, this study discussed some effective strategies teachers used to stop misbehaviour and increase positive behaviours. Results show that the participants successfully managed challenging behaviours by fostering relationships with their students. Such relationships were built through showing their students they cared about them, creating a positive classroom environment, having private conversations with the students, and talking to their parents.
Publication Title
Educational Studies
Volume
47
Issue
3
First Page
312
Last Page
327
Digital Object Identifier (DOI)
10.1080/03055698.2019.1701992
ISSN
03055698
E-ISSN
14653400
Citation Information
Madalina Tanase (2021) Addressing challenging behaviours in urban high school classrooms through building relationships with students, Educational Studies, 47:3, 312-327, DOI: 10.1080/03055698.2019.1701992