Authors
Magnar Ødegård and Stine Solberg.
Abstract
In this article, we identify strategies teachers apply after disruptive behavior has occurred in classrooms. The sample consists of 40 Norwegian teachers in lower and upper secondary schools. Semi-structured qualitative interviews were the method of inquiry. Our findings indicate that many teachers predominantly use individually oriented strategies. This is supported by teachers applying subtle cues, reorientation, and sanctions toward disruptive students. This indicates that teachers seldom apply collectively oriented strategies towards disruptive behavior and that disruptive behavior is mainly interpreted as an individual phenomenon although it impairs the learning of the class.