The Dark Side of Instruction: Teacher Anger as Classroom Norm Violations

McPherson, Mary B.; Kearney, Patricia; Plax, Timothy G.

doi:10.1080/00909880305376

Cited by 60 publications

(37 citation statements)

References 29 publications

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“…Moreover, teachers' expression of negative emotion does not improve their mood (Totterdell and Parkinson 1999). However, teachers who express their negative feelings in a calm way and explain why they feel that way are more likely to be perceived positively by students in the later grades (McPherson et al 2003).…”

Section: Integrating Children's and Teachers' Emotions Into The Classmentioning

confidence: 98%

Emotional Competence and its Influences on Teaching and Learning

2010

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This article provides an interdisciplinary review of theory and research linking aspects of emotional competence to learning and school-related outcomes across childhood. Drawing upon work in developmental psychology, educational psychology, and teacher education, this review also discusses the role of teachers in socializing students' emotions and considers the strategies and the challenges they face in regulating their own emotions in the classroom context. Future directions for research in this area are proposed.Emotional competence is a generic term that has been applied to many types of emotionrelated skills. Early research focused on understanding more about the underlying essences of the construct. Most recently, emotional competence has been conceived as including the awareness of emotion, the ability to use and understand emotion-related vocabulary, knowledge of facial expressions and the situations that elicit them, knowledge of the cultural rules for displaying emotion, and skill in managing the intensity of one's emotional displays in ways that are appropriate to the audience and the situation (Cole et al. 2004;Eisenberg and Spinrad 2004).Emotions are thought to be rooted in relationships because they provide information that is most meaningful in the context of social exchanges (Saarni 1999;Thompson 1991). Thus, for the past 15 years or so, researchers interested in emotions have tended to focus on individual differences in emotional competence and the implications of these differences for understanding social relationships. These studies have generally shown that, among children, the understanding of emotion is associated with peer popularity, the ability to initiate social exchanges with peers, positive conceptions of peer experiences, and prosocial and empathy-related behavior (Denham 1986;

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Section: Integrating Children's and Teachers' Emotions Into The Classmentioning

confidence: 98%

Emotional Competence and its Influences on Teaching and Learning

2010

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“…McPherson et al (2003) indicated teachers' normative and nonnormative expressions of anger and aggression were negatively related to students' affect. Myers (2002) found a link between teachers' expression of aggression and students' state motivation, affective learning, cognitive learning and satisfaction.…”

Section: Risk Factors Of Youth Violencementioning

confidence: 94%

In the Shadow of Terror: High School Youth Violence in Thailand

Pradubmook-Sherer

Sherer

2014

J Fam Viol

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This study explored the prevalence and severity of own violence, violence in the family, the school, and the neighborhoods of high school students from three distinguished provinces in Thailand and consisted of 1305 youths. The southern Muslim province has the highest rates of violence; and males were found to be more violent than females. Own violence among Thai youth is lower than the ones in western societies. As in the west, the highest violent rates were indicated in the schools, followed by violence in the community and the family. The results were interpreted in light of the social/demographic and cultural characteristics of Thailand.Keywords Violence . Youth violence . Gender . Family violence . School violence . Community violence . Peer violence . Own violence Youth violence has concerned many cultures and countries, but attempts to tackle it by 20th century theoreticians, policy makers and social change agents have failed. As part of an ongoing global effort to shed more light on youth violence, our study took place in Thailand where youth violence is rising in a rapidly changing society (WHO Kobe Center, 2007). Drawing on the latest developments in the field, this study suggests paths to solutions and some broad theoretical and practical conclusions. Prevalence of Youth ViolenceYouth violence is a widespread multidimensional phenomenon, which includes verbal, psychological, physical and sexual assaults. In a nationally-representative sample of youth in grades 9 to 12 in the US in 2009, 31.5 % reported being in a physical fight in the 12 months preceding the survey, the prevalence was higher among males (39.3 %) than females (22.9 %), and 17.5 % reported carrying a weapon (gun, knife or club) on one or more days in the month preceding the survey (Centers for Disease Control and Prevention, 2010).In another nationwide survey in 2009, approximately 60 % of those aged 17 and younger had been exposed to violence within the preceding year, either directly or indirectly; 60.6 % of those younger than 18 had either experienced or witnessed one or more victimizations, 46.3 % had been physically assaulted, 6.1 % sexually victimized, and 25.3 % had witnessed incidents of family assault or community violence (Finkelhor et al. 2009). Physical bullying had been experienced by 13.2 %, somewhat more often by boys than girls and considerably more often by those under nine years of age than those aged 10 and older.Some international figures are illuminating. Craig et al. (2009) indicated that exposure to bullying varied across countries, with estimates ranging from 8.6 to 45.2 % among boys and from 4.8 to 35.8 % among girls; 26 % of participating adolescents from the 40 countries (n=53,249) reported involvement in bullying. The World Health Organization (WHO) reports that among school-aged children in many parts of the world, approximately one-third of students reported having been involved in physical fighting, with males being two to three times more likely than females to have fought. The majority of 13-year-olds in...

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“…In their study of college student perceptions of teacher anger, McPherson et al (2003) found that students judge teachers' expressions of emotions as appropriate or inappropriate depending upon the way in which the anger is expressed. In particular, students evaluate more intense and aggressive anger displays as inappropriate, or norm violating; whereas less intense and assertive displays are viewed as appropriate, or non-norm violating.…”

Section: Expression Of Angermentioning

confidence: 97%

“…Moreover, verbally aggressive teachers negatively affect students' motivation and self-reports of their own cognitive learning (Myers, 2002). According to students, teachers not only experience anger, but also express that emotion in the classroom (McPherson et al, 2003). In fact, students show sensitivity to the ways in which teachers express anger by recalling both aggressive and assertive emotional displays by teachers.…”

mentioning

confidence: 97%

“…Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden. Terms Not only are teacher misbehaviors negatively related to students' affective learning (McPherson, Kearney, & Plax, 2003;Wanzer & McCroskey, 1998); but evidence suggests a negative relationship between teacher misbehaviors and cognitive learning as well.…”

mentioning

confidence: 99%

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