Teachers’ classroom management practices: Perceived effectiveness by students with behavioural difficulties

Authors

  • Vincent Bernier Université du Québec à Montréal (UQAM)
  • Nancy Gaudreau Université Laval
  • Line Massé Université du Québec à Trois-Rivières

Keywords:

Classroom management, students with emotional and behavioral difficulties, perceptions, practices, effectiveness

Abstract

This article discusses the perceptions of students with emotional and behavioral difficulties (EBD) regarding the effectiveness of teachers’ classroom management practices. The interviews with fourteen PDC students enrolled in secondary school special class were analyzed using a qualitative thematic analysis approach. Based on the model of the five components of classroom management, the results offer an unprecedented perspective on classroom management and reveal a large inventory of practices perceived effective by participants to manage the classroom. They also reveal that the type of school attended and attitudes towards it particularly influence their perceptions. Finally, the perceptions of students with EBD are quite consistent with the practices recommended by research in the field.

Author Biographies

Vincent Bernier, Université du Québec à Montréal (UQAM)

is a professor in the Department of Didactic at the Université du Québec à Montréal. He is a researcher at the Laboratoire international sur l’inclusion scolaire (LISIS) and at the Unité mixte de recherche (UMR) Synergia. His research interests mainly focus on teachers’ classroom management practices as well on students’perceptions of their efficacy. He is also interested in the schooling experiences of students with behavioral difficulties, in the establishment of intervention plans, on research focusing on youth, and in the development of socio-emotional competencies of school staff. bernier.vincent@uqam.ca

Nancy Gaudreau, Université Laval

is a full professor in the Department of Teaching and Learning Studies at the Université Laval and director of the Unité Mixte de Recherche (UMR) Synergia whose mission is to foster the well-being and success of students with adjustment difficulties in school. She is interested in intervention practices that enable the prevention and positive management of behavioral problems at the primary and secondary levels. She is pursuing various research projects on the issue of training and coaching school staff in classroom management and in difficult behaviors in an educational context. She is particularly interested in the process of establishing intervention plans, in school inclusion, as well as in the well-being and feeling of self-efficacy of school players. Nancy.Gaudreau@fse.ulaval.ca

Line Massé, Université du Québec à Trois-Rivières

is a full professor in the Department of Psychoeducation at the Université du Québec à Trois-Rivières. Occupational therapist and psychoeducator, she worked for over 15 years as a teacher, special education pedagogical advisor, educational consultant, and research professional before becoming a researcher. Her research interests include the school inclusion of gifted students and those with adjustment and behavioral difficulties, as well as the development of intervention programs for these students, whether through direct intervention with them, teacher training and coaching, or parenting skills programs. Line.Masse@uqtr.ca

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Published

2022-09-30

How to Cite

Bernier, V., Gaudreau, N., & Massé, L. (2022). Teachers’ classroom management practices: Perceived effectiveness by students with behavioural difficulties . McGill Journal of Education / Revue Des Sciences De l’éducation De McGill, 57(3), 57–79. Retrieved from https://mje.mcgill.ca/article/view/9925

Issue

Vol. 57 No. 3 (2022)

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Articles

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