Dealing with Student Misbehaviour both Verbally and Physically: A Comparison of Perceptions of Readiness to Address Classroom Management Issues

Nancy Maynes; Anna-Liisa Mottonen; Glen Sharpe

Nancy Maynes
Anna-Liisa Mottonen
Glen Sharpe

Keywords: Behaviour, classroom management, teacher interventions in misbehaviour, consecutive education programs, concurrent education programs.

Abstract

Perceptions of professional gains in relation to the new teachers ability to address volatile verbal and physical incidents with students were examined. Students who are studying education through a consecutive program feel that they have acquired significantly more professional background about behavioural interventions than students acquiring a comparable degree through a concurrent route. Participants felt significantly more comfortable intervening in behaviour situations when they perceived verbal intervention was needed than they felt when they determined that physical intervention was needed. Also, those who felt most confident with verbal interventions were more confident with intervening physically.

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