Teacher Verbal Feedback Directed towards Secondary Pupils with Challenging Behaviour and Its Relationship to Their Behaviour
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| Title: | Teacher Verbal Feedback Directed towards Secondary Pupils with Challenging Behaviour and Its Relationship to Their Behaviour |
|---|---|
| Language: | English |
| Authors: | Swinson, J., Knight, R. |
| Source: | Educational Psychology in Practice. Sep 2007 23(3):241-255. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2007 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Grade 8 |
| Descriptors: | Feedback, Foreign Countries, Grade 8, Classroom Communication, Secondary School Teachers, Secondary School Students, Student Behavior, Behavior Problems, Correlation, Verbal Communication, Time on Task, Antisocial Behavior, Classroom Techniques, Positive Reinforcement, Negative Reinforcement, Discipline |
| Geographic Terms: | United Kingdom |
| DOI: | 10.1080/02667360701507327 |
| ISSN: | 0266-7363 |
| Abstract: | There is a body of evidence that has linked teachers' verbal feedback to pupils with pupil behaviour. In this study teacher verbal behaviour that was directed towards those pupils that the teachers had nominated as being especially difficult to teach was examined. A series of lessons was observed in a secondary school. The quality and quantity of teacher verbal feedback directed to the class as a whole and to the designated pupils was recorded, as was the on-task behaviour of the pupils. It was found that the designated pupils were less on-task than their peers and were more likely to "shout-out" in lessons. However, they were found to behave appropriately in well run lessons, where on-task rates were high for all pupils. Teachers tended to give more attention to the designated pupils in the form of positive feedback directed towards their work, but also negative attention directed towards their behaviour. A positive relationship was found between teachers' use of positive feedback and on-task rates of the designated pupils. The results are discussed both in terms of the strategies used by teachers but also the effect that labelling of the pupils might have on the behaviour of the teachers and the pupils themselves. (Contains 9 tables and 1 figure.) |
| Abstractor: | Author |
| Number of References: | 31 |
| Entry Date: | 2007 |
| Accession Number: | EJ771987 |
| Database: | ERIC |
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| Abstract: | There is a body of evidence that has linked teachers' verbal feedback to pupils with pupil behaviour. In this study teacher verbal behaviour that was directed towards those pupils that the teachers had nominated as being especially difficult to teach was examined. A series of lessons was observed in a secondary school. The quality and quantity of teacher verbal feedback directed to the class as a whole and to the designated pupils was recorded, as was the on-task behaviour of the pupils. It was found that the designated pupils were less on-task than their peers and were more likely to "shout-out" in lessons. However, they were found to behave appropriately in well run lessons, where on-task rates were high for all pupils. Teachers tended to give more attention to the designated pupils in the form of positive feedback directed towards their work, but also negative attention directed towards their behaviour. A positive relationship was found between teachers' use of positive feedback and on-task rates of the designated pupils. The results are discussed both in terms of the strategies used by teachers but also the effect that labelling of the pupils might have on the behaviour of the teachers and the pupils themselves. (Contains 9 tables and 1 figure.) |
|---|---|
| ISSN: | 0266-7363 |
| DOI: | 10.1080/02667360701507327 |
