How Do Teachers Use School Policies andTeacher Status to "Manage" Students'Behavior?
Journal: Region - Educational Research and Reviews DOI: 10.32629/rerr.v7i8.4459
Abstract
In school management, there are sometimes complex reasons behind students' disciplinary violations. Therefore, if teachers rely solely on their "teacher identity" and school policies to criticize or punish students, it often does not achieve good educational results. In this context, teachers should constantly reflect on their emotions, cognition, and other aspects to avoid making incorrect judgments due to personal emotions, biases, and other factors. The correct approach is to implement effective educational methods based on the goal of promoting student growth, by empathizing with students and revealing the underlying reasons behind disciplinary violations. In this process, teachers and students achieve mutual growth.
Keywords
Student behavior, School policies, Teacher identity, Educational Review and Reflection
Full Text
PDF - Viewed/Downloaded: 0 TimesReferences
[1] Apple, M. W. (2018). Critical curriculum studies and the concrete problems of curriculum policy and practice. Journal of Curriculum Studies, 50(6), 685–690.
[2] Akinbode, A. (2013). Teaching as Lived Experience: The value of exploring the hidden and emotional side of teaching through reflective narratives. Studying Teacher Education, 9(1), 62–73.
[3] Sullivan, A., Johnson, B., Owens, L., & Conway, R. (2014). Punish them or engage them? Teachers’ views of unproductive student behaviours in the classroom. the Australian Journal of Teacher Education, 39(6).
[4] Lanas, M., & Brunila, K. (2019). Bad behaviour in school: a discursive approach. British Journal of Sociology of Education, 40(5), 682–695.
[5] Maguire, M., Ball, S. J., & Braun, A. (2010). Behaviour, classroom management and student 'control': enacting policy in the English secondary school. International Studies in Sociology of Education, 20(2), 153–170.
[6] Florian, L., & Beaton, M. C. (2017). Inclusive pedagogy in action: getting it right for every child. International Journal of Inclusive Education, 22(8), 870–884.
[7] Woods, R. (2008). When rewards and sanctions fail: a case study of a primary school rule‐breaker. International Journal of Qualitative Studies in Education/QSE. International Journal of Qualitative Studies in Education, 21(2), 181–196.
[8] Noguera, P. A. (2003). Schools, prisons, and Social Implications of punishment: Rethinking disciplinary practices. Theory Into Practice, Digital/Theory Into Practice, 42(4), 341–350.
[9] Gansen, H. M. (2020). Disciplining Difference(s): Reproducing Inequalities through Disciplinary Interactions in Preschool. Social Problems, 68(3), 740–760.
[10] Gershoff, E. T. (2017). School corporal punishment in global perspective: prevalence, outcomes, and efforts at intervention. Psychology, Health & Medicine, 22(sup1), 224–239.
[11] Payne, R. (2015). Using rewards and sanctions in the classroom: pupils' perceptions of their own responses to current behaviour management strategies. Educational Review, 67(4), 483–504.
[12] Brookfield, S. (2009). The concept of critical reflection: promises and contradictions. European Journal of Social Work, 12(3), 293–304.
[13] Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: an overview of issues in the literature and implications for teacher education. Cambridge Journal of Education, 39(2), 175–189.
[2] Akinbode, A. (2013). Teaching as Lived Experience: The value of exploring the hidden and emotional side of teaching through reflective narratives. Studying Teacher Education, 9(1), 62–73.
[3] Sullivan, A., Johnson, B., Owens, L., & Conway, R. (2014). Punish them or engage them? Teachers’ views of unproductive student behaviours in the classroom. the Australian Journal of Teacher Education, 39(6).
[4] Lanas, M., & Brunila, K. (2019). Bad behaviour in school: a discursive approach. British Journal of Sociology of Education, 40(5), 682–695.
[5] Maguire, M., Ball, S. J., & Braun, A. (2010). Behaviour, classroom management and student 'control': enacting policy in the English secondary school. International Studies in Sociology of Education, 20(2), 153–170.
[6] Florian, L., & Beaton, M. C. (2017). Inclusive pedagogy in action: getting it right for every child. International Journal of Inclusive Education, 22(8), 870–884.
[7] Woods, R. (2008). When rewards and sanctions fail: a case study of a primary school rule‐breaker. International Journal of Qualitative Studies in Education/QSE. International Journal of Qualitative Studies in Education, 21(2), 181–196.
[8] Noguera, P. A. (2003). Schools, prisons, and Social Implications of punishment: Rethinking disciplinary practices. Theory Into Practice, Digital/Theory Into Practice, 42(4), 341–350.
[9] Gansen, H. M. (2020). Disciplining Difference(s): Reproducing Inequalities through Disciplinary Interactions in Preschool. Social Problems, 68(3), 740–760.
[10] Gershoff, E. T. (2017). School corporal punishment in global perspective: prevalence, outcomes, and efforts at intervention. Psychology, Health & Medicine, 22(sup1), 224–239.
[11] Payne, R. (2015). Using rewards and sanctions in the classroom: pupils' perceptions of their own responses to current behaviour management strategies. Educational Review, 67(4), 483–504.
[12] Brookfield, S. (2009). The concept of critical reflection: promises and contradictions. European Journal of Social Work, 12(3), 293–304.
[13] Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: an overview of issues in the literature and implications for teacher education. Cambridge Journal of Education, 39(2), 175–189.
Copyright © 2025 Zhi Lu
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License