Elementary teachers' emotional and relational expressions when speaking about disruptive and well behaved students

Kevin F. McGrath*, Penny Van Bergen

*Corresponding author for this work

    Research output: Contribution to journalArticlepeer-review

    9 Citations (Scopus)

    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 languageEnglish
    Pages (from-to)487-497
    Number of pages11
    JournalTeaching and Teacher Education
    Volume67
    DOIs
    Publication statusPublished - Oct 2017

    Keywords

    • disruptive behaviour
    • emotion
    • expressed emotion
    • student behaviour
    • student-teacher relationship

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