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Teachers' experiences of effective strategies for managing classroom misbehavior in Hong Kong
ARTICLE

TATE Volume 46, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

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.

Citation

Sun, R.C.F. (2015). Teachers' experiences of effective strategies for managing classroom misbehavior in Hong Kong. Teaching and Teacher Education: An International Journal of Research and Studies, 46(1), 94-103. Elsevier Ltd. Retrieved December 10, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2014.11.005

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