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

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.

Keywords:

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

Additional information

Notes on contributors

Shlomo Romi

Shlomo Romi is a faculty member in the School of Education at Bar-Ilan University, Israel. His research interests focus on nonformal education, characteristics of at risk adolescents, as well as topics in educational psychology, such as classroom management and the integration of children and adolescents with special needs into normative educational frameworks.

Ramon (Rom) Lewis

Ramon (Rom) Lewis is a staff member of the Faculty of Education at Latrobe University, Melbourne. His research interests focus on classroom management, and stress and coping.

Merav Salkovsky

Merav Salkovsky is a faculty member of the School of Education in the Special Education Department, Kibbutzim College, Israel. Her research interests focus on classroom management in regular and special education.