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‘The teacher almost made me cry’ Narrative analysis of teachers' reactive classroom management strategies as reported by students diagnosed with ADHD
ARTICLE

, , Department of Education, Finland ; , Department of Social Research, Finland

TATE Volume 55, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

This interview study addresses the gap in earlier research by focussing on the narratives of 13 ADHD-diagnosed Finnish students regarding teacher reactive classroom management strategies. The data are analysed through narrative analysis. Five different narrative types are identified, in which teacher behaviour is evaluated as (1) disproportionate, (2) traumatising, (3) neglectful, (4) unfair and (5) understanding. The dominant storyline – common to the first four types – constructed the narrator's transgression as contingent upon and a justified reaction to teacher conduct. The vicious cycle of coercive classroom management strategies and the culture of blame between students and teachers are discussed.

Citation

Honkasilta, J., Vehkakoski, T. & Vehmas, S. (2016). ‘The teacher almost made me cry’ Narrative analysis of teachers' reactive classroom management strategies as reported by students diagnosed with ADHD. Teaching and Teacher Education: An International Journal of Research and Studies, 55(1), 100-109. Elsevier Ltd. Retrieved December 7, 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.2015.12.009

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