About this paper

Appears in:
Pages: 2111-2118
Publication year: 2020
ISBN: 978-84-09-17939-8
ISSN: 2340-1079
doi: 10.21125/inted.2020.0660

Conference name: 14th International Technology, Education and Development Conference
Dates: 2-4 March, 2020
Location: Valencia, Spain

HOW DO TEACHERS ACT WHEN FACED WITH PROBLEMS THAT AFFECT COEXISTENCE IN THE CLASSROOM? VISION OF THE PRIMARY AND SECONDARY EDUCATION STUDENTS

Factors affecting classroom climate, such as school violence, disruption or indiscipline, have become systemic problems that are on the rise, affecting students, their learning and the quality of education. Experts point out that this is due to multiple causes specific to the person (psychological, character, etc.) or contextual, for example, the media. Based on these antecedents, the objective of this research was to analyze the perceptions of students regarding the actions of teachers in situations that affect coexistence and the positive climate in the classroom and to identify the most frequent "solutions" that teachers implement in these cases. A descriptive study was carried out with a mixed design. The research involved 887 Primary and Secondary students from 13 Spanish cities. The most important findings show that teachers solve these problems in a punitive way, with frequent and majority actions such as attracting attention and admonishing the student, scolding the student, "doing parts", sending the student to the principal's office, expelling him from class, "putting negatives on him" (negative notes), making them write that they should not behave in this way, and shouting and threatening the student. In few cases do teachers discuss such problems with the tutor, the headmaster and the parents, or talk to the students directly involved, and in no case do they refer to the existence of educational programmes or solutions. Finally, the presence of a group of students who point out that their teachers do nothing when these events occur is striking. It is concluded that teachers, for the most part, do not use pertinent or pedagogical intervention strategies. Likewise, teachers do not use assertive communication to relate to students, have scarce social skills, do not work collaboratively with families, and do not use conflict mediation strategies. The need to integrate prevention and intervention skills related to the factors that affect school coexistence in initial and ongoing teacher training is evident.
@InProceedings{GAVILANMARTIN2020HOW,
author = {Gavil{\'{a}}n-Martin, D. and Merma-Molina, G. and Urrea-Solano, M.E. and Hern{\'{a}}ndez-Amor{\'{o}}s, M.J.},
title = {HOW DO TEACHERS ACT WHEN FACED WITH PROBLEMS THAT AFFECT COEXISTENCE IN THE CLASSROOM? VISION OF THE PRIMARY AND SECONDARY EDUCATION STUDENTS},
series = {14th International Technology, Education and Development Conference},
booktitle = {INTED2020 Proceedings},
isbn = {978-84-09-17939-8},
issn = {2340-1079},
doi = {10.21125/inted.2020.0660},
url = {http://dx.doi.org/10.21125/inted.2020.0660},
publisher = {IATED},
location = {Valencia, Spain},
month = {2-4 March, 2020},
year = {2020},
pages = {2111-2118}}
TY - CONF
AU - D. Gavilán-Martin AU - G. Merma-Molina AU - M.E. Urrea-Solano AU - M.J. Hernández-Amorós
TI - HOW DO TEACHERS ACT WHEN FACED WITH PROBLEMS THAT AFFECT COEXISTENCE IN THE CLASSROOM? VISION OF THE PRIMARY AND SECONDARY EDUCATION STUDENTS
SN - 978-84-09-17939-8/2340-1079
DO - 10.21125/inted.2020.0660
PY - 2020
Y1 - 2-4 March, 2020
CI - Valencia, Spain
JO - 14th International Technology, Education and Development Conference
JA - INTED2020 Proceedings
SP - 2111
EP - 2118
ER -
D. Gavilán-Martin, G. Merma-Molina, M.E. Urrea-Solano, M.J. Hernández-Amorós (2020) HOW DO TEACHERS ACT WHEN FACED WITH PROBLEMS THAT AFFECT COEXISTENCE IN THE CLASSROOM? VISION OF THE PRIMARY AND SECONDARY EDUCATION STUDENTS, INTED2020 Proceedings, pp. 2111-2118.
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