Abstract
Elementary teachers' emotional expressions when speaking about disruptive students provide a previously unexamined source of classroom influence. The present study therefore examined how 47 elementary teachers spoke about their relationships with disruptive (n = 23) and well behaved (n = 28) students. Speech samples from classroom and support teachers were analysed for evidence of emotional and relational tone. Despite expressing similar relational closeness towards disruptive and well behaved students, classroom teachers expressed a more negative emotional tone (e.g. more frequent dissatisfactions) when speaking about disruptive students. Implications for the elementary classroom climate are discussed.
| Original language | English |
|---|---|
| Pages (from-to) | 487-497 |
| Number of pages | 11 |
| Journal | Teaching and Teacher Education |
| Volume | 67 |
| DOIs | |
| Publication status | Published - Oct 2017 |
Keywords
- disruptive behaviour
- emotion
- expressed emotion
- student behaviour
- student-teacher relationship