[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-596336-105":59,"doc-detail-596336-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","studentteacher-interaction-behaviours","Student/Teacher Interaction Behaviours","","Student/teacher interaction behaviours can undermine students’ self-esteem and contribute to disruptive classroom conduct. The article argues for improving classroom climate by identifying teachers’ response styles and classroom types, then linking common misbehaviour patterns to targeted behavioural theory approaches. It frames school violence and misbehaviour reporting as urgent drivers for professional development, and critiques the “Myth of the Good Teacher.” It discusses jellyfish, brick-wall, and backbone classrooms, nonassertive/hostile/assertive response styles, and strategy frameworks such as responsibility systems.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/studentteacher-interaction-behaviours/596336/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/studentteacher-interaction-behaviours/596336.png","ImageObject",300,407,{"name":92,"@type":93},"Guten tag","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How can teacher-student interactions affect student behaviour?","Question",{"text":112,"@type":113},"Teacher interactions can damage students’ self-esteem, which often precedes disruptive behaviours in the classroom. Monitoring interaction behaviours during instruction is presented as a key need for teachers.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What is the “Myth of the Good Teacher” and why does it matter?",{"text":117,"@type":113},"The myth claims a good teacher can handle all behaviour problems alone within the classroom. The article argues this belief discourages teachers from seeking help and can lead to burnout and exits from the profession.",{"name":119,"@type":110,"acceptedAnswer":120},"What classroom types and teacher response styles are discussed?",{"text":121,"@type":113},"The article describes Coloroso’s three classroom types: jellyfish, brick-wall, and backbone. It also outlines Canter and Canter’s response styles: nonassertive, hostile, and assertive, each linked to different classroom outcomes.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596336,1792932093,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":46,"preview_page_count":4},687212321768,"https://ap-avatar.wpscdn.com/avatar/a0010bdbe886d2fe77?x-image-process=image/resize,m_fixed,w_180,h_180&k=1789897067658708522","REFEREED ARTICLE  \nStudent/Teacher Interaction Behaviours  \nMiranda Weenusk  \nAbstract  \nHow teachers interact with students can have damaging effects on students’self-esteem, which is quite often the antecedent to students’ disruptive behaviours in the classroom. The purpose of this article is to encourage teachers to take the initiative step toward improving their classroom climate by identifying their response styles and types of classrooms. The types of misbehaviour of students and teachers are identified. Specific classroom management strategies and leading authors in behavioural theories are closely examined. The premise is that teachers need to monitor their behaviours when interacting with students during instructional activities, and students need to be taught how to behave.  \nFor teachers and school administrators, the most problematic issue in schools today is the increasing levels of school violence. However, school violence has already begun to make its way into elementary schools, and the increasing number of incident reports for students’misbehaviours in the classroom has been the main topic for discussion between teachers and parents as well as school administrators. To remedy this problem of students’misbehaviours in the classroom, school administrators need to support teachers by giving them more opportunities to attend professional development workshops in classroom management strategies.  \nThe Myth of the Good Teacher  \nTeachers with problem behaviour students tend to be manipulated into feeling guilty whenever they seek assistance from school administrators and parents. The general belief is that teachers should have all the necessary skills to handle problem behaviour students, when in reality they are well-trained to teach only certain school subjects. This belief has often misguided parents into thinking that teachers are accountable for their children’s problem behaviours in school. It is not uncommon for school administrators and principals to share this belief, but they too have their own interpretations of teachers’ roles and responsibilities in the classroom. Their expectations of teachers are reflected in Canter and Canter’s (1976) “Myth of the Good Teacher” (as cited in Cangelosi, 2004) . Cangelosi (2004) described the “Myth of the Good Teacher” as follows:  \n“A good teacher should be able to handle all behavior problems on her own, and within the confines of the classroom.” This means if you are competent, you should never need to go to your principal or the child’s parents for assistance. (p. 300)  \nThis myth often prevents novice and experienced teachers from seeking assistance from parents, principals, and school administrators. Without adequate assistance and support from parents, principals, and school administrators, eventually teachers burn out and leave the teaching profession because of having to deal with disruptive students on their own too many times.  \nTypes of Classrooms and Teachers’ Response Styles  \nTo help teachers regain control of their classrooms, Hardin (2008) recommended that teachers identify which of Coloroso’s (2005) Three Types of Classrooms they might have: the jellyfish classroom, the brick-wall classroom, and the backbone classroom. The jellyfish classroom is without adequate structure. Teachers’ expectations and punishments are inconsistent. The rules are often vague and leave students guessing what is expected of them. In the brick-wall classroom , teachers and students are ruled by dictatorship. The rules and punishments are unyielding. Students are manipulated and controlled by physical threats, humiliation, and bribes. Basically, students are told what to think and the teacher has all the power and control. The backbone classroom offers consistency and flexibility in discipline. Students are listened to and given second chances whenever mistakes are made. Students are taught how to problem-solve and to think before they react. After the teachers identify the ty","cbCaiuj5CkNil4Lr","https://ap.wps.com/l/cbCaiuj5CkNil4Lr","pdf",261933,"English","# Abstract\n# The Myth of the Good Teacher\n# Types of Classrooms and Teachers’ Response Styles\n# Behavioural Classroom Management Strategies","[{\"question\":\"How can teacher-student interactions affect student behaviour?\",\"answer\":\"Teacher interactions can damage students’ self-esteem, which often precedes disruptive behaviours in the classroom. Monitoring interaction behaviours during instruction is presented as a key need for teachers.\"},{\"question\":\"What is the “Myth of the Good Teacher” and why does it matter?\",\"answer\":\"The myth claims a good teacher can handle all behaviour problems alone within the classroom. The article argues this belief discourages teachers from seeking help and can lead to burnout and exits from the profession.\"},{\"question\":\"What classroom types and teacher response styles are discussed?\",\"answer\":\"The article describes Coloroso’s three classroom types: jellyfish, brick-wall, and backbone. It also outlines Canter and Canter’s response styles: nonassertive, hostile, and assertive, each linked to different classroom outcomes.\"}]","Student/Teacher Interaction Behaviours | PDF",1792082889]