This article is part of the project “Teachers’ Skillful Coping with Disruptive Behavior in Norwegian and American Classrooms”. Questions raised are how disruptive behavior could affect teachers’ being-with-students and how moods could influence how they cope with such behavior. I argue that classroom practices are characterized by “shared attunement” and that there is an interdependence between teachers and students. Another argument is that disruptive behavior could influence teachers’ moods negatively. I also explore how teachers could navigate these moods when they encounter student-behavior they perceive as challenging. The analysis in the article has its roots within the field of psychology. It is interested in crossing this with phenomenology in the context of how teachers cope with disruptive behavior in classrooms.

Mood, Being-with-others and Disruptive Behavior in the Classroom: A Psychological Perspective Encounters Phenomenology

School discipline is a salient problem of educational policy and practice. Teachers play an important role in the production and disruption of racial inequities in school discipline, yet there remains a need to disentangle the relationship between teacher characteristics, their perceptions of school climate, and school discipline patterns. This study uses longitudinal data representing over one thousand public middle and high schools in New York City and linear regression methods to examine the relationship between teachers’ perceptions of school climate, teacher characteristics, and the rates of and disparities in suspensions. Overall, results indicate more positive teacher perceptions of school climate, higher years of teaching experience, and a greater share of Black teachers are independently associated with lower rates of office referrals and suspensions, overall and especially for Black and Latinx students. The study concludes by discussing implications for teacher education and on-the-job support as well as school leadership. 

School Climate, Teacher Characteristics, and School Discipline: Evidence From New York City

This paper is in response to the manuscript entitled, “Success, failure and emotions: Examining the relationship between performance feedback and emotions in diagnostic reasoning,” (Jarrell et al. in Educ Technol Res Dev 65:1263–1284, 2017) from a K-12 student perspective. Jarrell et al.’s (2017) noted a strong relationship between outcome emotions and performance tasks where high performing medical students resulted in the most positive emotions. Researchers indicated that medical students who experienced negative emotions led to negative outcomes such as loss of confidence or dropping out of school. In turn, these results can be translated to students in grades K-12 who find themselves more regularly in an online learning environment. This perspective suggests ways Jarrell et al.’s (2017) conclusions can inform educators as they consider the important role emotions play in digital learning. Special consideration should be given to the importance of connection between student and teacher, as well as the unique challenges faced by students identified with learning disabilities.

https://link.springer.com/content/pdf/10.1007/s11423-020-09891-1.pdf

Considering the emotional needs of students in a computer-based learning environment

When there is a lack of a positive student-teacher relationships, students struggle with their behavior, motivation, and academics. When a teacher has a negative relationship with their students, their students disengage from the classroom and begin to question why school is an important component in their life. Creating a positive student-teacher relationship is a necessary component for an early-career teacher to make. When an early-career teacher works to create meaningful relationships with their students, their students show improvement with behavior, motivation, and academics. This chapter highlights how positive student-teacher relationships bring out the best in students and provides a research-based program that has shown positive results in transforming the classroom climate to a positive, safe environment because of positive relationships.

Building Positive Student and Teacher Relationships With Restorative Practice

/pdf/becoming-a-highly-effective-elementary-teacher-and-how-to-4djhhdozo7.pdf

Becoming a Highly Effective Elementary Teacher and How to Support Teachers' Development

Different approaches to classroom environments based on teacher experience and effectiveness

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Different approaches to classroom environments based on teacher experience and effectiveness