The Ubiquitous Nature of School Discipline and Classroom Misbehavior

• In Event: 54.057 - Classroom Discipline and Misbehavior: Student Perspectives and School Practices

Abstract

This qualitative study incorporates sociocultural theory and symbolic interactionism as a framework for investigating teachers’ and students’ sense making of school discipline. Utilizing stimulated recall interviews individual accounts of classroom disciplinary moments are discussed and analyzed. Findings reveal that classroom disciplinary moments are negotiable, malleable, and ubiquitous notions that vary greatly. This study sheds new insights into the situated nature of classroom misbehavior, and discusses pedagogical, methodological, and theoretical tools that can assist educators to develop a greater sense of awareness of their practices. Suggestions for effective classroom policies and strategies for addressing the complexities of school discipline are also offered. The study has implications for teachers, school administrators, policy makers, students, and parents/guardians.

Author

• Rebecca Neal, Hamline University