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<p>Classroom disturbances affect teaching and learning, reduce learning time and can be categorised into active and passive behaviour. Active disturbances (e.g., motoric or verbal disturbances) can interrupt teaching and learning of entire classes. Passive disturbances (e.g., distraction) primarily impair the learning process of the affected students themselves. It can further be expected that individual student characteristics are associated with the two forms of disturbances and that teachers deal differently with both forms of disturbances in whole-class discourse. The present study thus aims to examine both forms of disturbances and its connections with student characteristics and teachers’ handling of disturbances. In 10-minute video sequences of whole-class discussions in 35&#xa0;classes (456 students, 3rd&#xa0;grade) at primary schools, active and passive disturbances were coded using a&#xa0;low-inference coding scheme by trained observers. The teachers’ handling with classroom disturbances was coded using an additional category system (admonitions as regulating-restrictive handling; calling out without hand-raising as activating-discursive handling). The results show that passive disturbances occur more frequently than active ones. Multi-level regression analyses reveal correlations between the forms of disturbances and gender. In addition, active disturbances are associated with a&#xa0;regulating-restrictive handling of teachers while no significant correlations are found for passive disturbances. Instead, the students’ gender was connected with teachers’ way of interaction with students. Findings are discussed in context of classroom interaction between students and teachers.</p>

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Aktive und passive Störungen von Schüler*innen während des gemeinsamen Unterrichtsgesprächs in der Grundschule

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年4月17日

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  • Nina C. Jansen,
  • Jasmin Decristan

摘要

Classroom disturbances affect teaching and learning, reduce learning time and can be categorised into active and passive behaviour. Active disturbances (e.g., motoric or verbal disturbances) can interrupt teaching and learning of entire classes. Passive disturbances (e.g., distraction) primarily impair the learning process of the affected students themselves. It can further be expected that individual student characteristics are associated with the two forms of disturbances and that teachers deal differently with both forms of disturbances in whole-class discourse. The present study thus aims to examine both forms of disturbances and its connections with student characteristics and teachers’ handling of disturbances. In 10-minute video sequences of whole-class discussions in 35 classes (456 students, 3rd grade) at primary schools, active and passive disturbances were coded using a low-inference coding scheme by trained observers. The teachers’ handling with classroom disturbances was coded using an additional category system (admonitions as regulating-restrictive handling; calling out without hand-raising as activating-discursive handling). The results show that passive disturbances occur more frequently than active ones. Multi-level regression analyses reveal correlations between the forms of disturbances and gender. In addition, active disturbances are associated with a regulating-restrictive handling of teachers while no significant correlations are found for passive disturbances. Instead, the students’ gender was connected with teachers’ way of interaction with students. Findings are discussed in context of classroom interaction between students and teachers.