Störande elever korrigerande lärare Om regler, förväntningar och lärares åtgärder mot störande flickor och pojkar i klassrummet

Detta är en avhandling från Institutionen för beteendevetenskap och lärande

Sammanfattning: 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.