Browsing by Subject "haastava käyttäytyminen"

This thesis is a literature review, the goal of which is to determine what impact a teacher’s positive interaction can do to pre-emptively stop a disruptive student. My goal is to present how interactions are defined in literature and to find what actions teachers can take to encourage a positive interaction. Previous studies have shown that teachers find interactions with disruptively behaving students to be challenging. My goal with this thesis is to gain methods with which to face students who behave disruptively. Teachers are in daily contact with different kind of students in various kinds of social interactions. It is of paramount importance that teachers can operate in challenging situations. Students should be interacted with as individuals, considering each student’s unique needs. The purpose of the thesis is to find information that could help fellow teachers in challenging situations. This thesis was done using a descriptive literature review method. As part of the thesis, disruptive behavior and medically diagnosed behavioral issues were mapped and defined within the literature. In addition, interactions were defined as part of the literature and what meaning it has between teachers and students’ interactions and how it can pre-emptively stop disruptive behavior. Finnish and foreign literature was used as sources. ​​ As a finding of this thesis, it was determined that​​​ by genuinely and individually interacting with a student, it was possible to decrease the amount of disruptive behavior. Positive interactions are made possible by the teachers own sensitivity in detecting the student’s feelings and by relaying the feeling of caring of the student. Dialogue and being present are vital during interactions. Interactions can be defined as a central event in educational situations, to which unfortunately there might not always be enough time.