Teachers' experiences of effective strategies for managing classroom misbehavior in Hong Kong |
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| Institution: | 1. Department of Special Education, University of Fribourg, Fribourg, Switzerland;2. Behavioural Science Institute, Radboud University, Nijmegen, The Netherlands |
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| Abstract: | This study interviewed twelve teachers to examine their perceptions of effective strategies for managing classroom misbehavior in Hong Kong. Results showed seven effective strategies (rules-setting, hinting, directive statements, punishment, after class talks, relationship building, and instructional engagement) to (i) control student behavior while nurturing students' responsibility for managing one's behavior, (ii) forge a good relationship conducive to cultivating student trust and positive behavioral changes, and (iii) engage the students in learning which in turn thwarts misbehavior. The findings reflected the deeply-rooted Chinese Confucian values, and highlighted an integration of discipline, guidance and teaching strategies for effective classroom management. |
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| Keywords: | Classroom management strategies Behavior management Student misbehavior Teachers' experiences |
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