Exclusion as a Way of Promoting Student Responsibility: Does the Kind of Misbehavior Matter?

Shlomo Romi, Ramon Rom Lewis, Merav Salkovsky

    Research output: Contribution to journalArticlepeer-review

    1 Scopus citations

    Abstract

    Three types of student misbehavior, varying in severity, were measured in self-report surveys completed by excluded students: distracting others, resisting teachers attempts to ensure engagement with work, and aggressive behavior. Results show that excluded students exhibiting less severe misbehavior are more amenable to the logic of teacher explanations whereas students whose misbehavior is more severe appear to respond better to recognition of appropriate behavior before exclusion and follow-up discussions. The results indicate that teachers should be aware of the differential impact of classroom management techniques on students exhibiting different types of misbehavior.

    Original languageEnglish
    Pages (from-to)306-317
    Number of pages12
    JournalJournal of Educational Research
    Volume108
    Issue number4
    Early online date31 Dec 2014
    DOIs
    StatePublished - 4 Jul 2015

    Bibliographical note

    Publisher Copyright:
    Copyright © Taylor & Francis Group, LLC.

    Keywords

    • classroom management
    • discipline
    • excluded student
    • student responsibility
    • teacher-student relationships

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