Teaching disorders in school

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A teaching disorder is understood to mean behaviors and events that damage or interrupt the course of lessons in the school by distraction. They often cause critical or uncomfortable situations that are often time-consuming and energy-consuming for a teacher and have a negative impact on the learning success of the students. In order to avoid such situations, didactics deal scientifically with the topic in order to be able to take preventive and intervening measures.

definition

In the past, the terms “discipline difficulty” or “behavioral disorder” were used to describe the phenomenon of “teaching disorder”. The problem with these two terms is that they fail to capture the complexity of teaching disruptions. Disorders are focused on the student concerned and include a number of causative factors. When teaching disruptions are mentioned, a large number of different events are spoken of both in everyday school life and in scientific discourse.

Gert Lohmann defines teaching disruptions as follows: “ Teaching disruptions are events which impair, interrupt or make impossible the teaching-learning process by partially or completely overriding the conditions under which teaching or learning can take place. “Disturbances can be triggered by both students and teachers and can be impaired from outside (for example by shouts, shouting or hectic rush). They are caused consciously or unconsciously and are perceived differently by both sides. The different expectations and evaluations of faults control the potential for conflict. It is also pointed out that disruptions to teaching are seen as an inevitable part of teaching.

Felicitas Thiel defines disorders as “ social events that more or less impair learning in class. Emphasizes "the author that classroom disruptions by both students as well as teachers can be triggered. Many and varied factors are responsible for the occurrence of teaching disruptions.

species

Teaching disruptions by the student

Thomas Lutz names the following types of teaching disruptions in his monograph “Countering teaching disruptions with a system” :

  • Verbal disruptive behavior (e.g. conversations with neighbors, disputes, heckling , shouting / loud behavior, making noises (singing, clicking, inarticulate sounds), negative remarks / comments)
  • Motor restlessness (e.g. rocking movements, tilting a chair, scratching with feet, walking around, playing with work equipment, putting objects / fingers in your mouth)
  • Aggressive behavior (e.g. insulting, insulting, threatening, attacking classmates (puffing, pushing, kicking), outburst of anger, taking away work equipment, damaging or destroying other people's things)
  • Provocations (e.g. refusing tasks or orders, stopping cooperation under protest, challenging and criticizing teachers, making fun of "mistakes")
  • Little cooperation (e.g. missing tasks and materials, inattentiveness, disinterest, mental absence, secondary employment)

Eder, Fartacek and Mayr also make a similar selection. Almost the same terminology can be found when listing them (with the exception of provocations).

Disruptions in teaching by the teacher

According to Gert Lohmann, in addition to the misconduct of the students, there are also disturbances that are triggered by the teacher himself. These can be divided into three areas:

  • Relationship and communication level (e.g. moodiness, negative charisma, disrespect, lack of humor ),
  • Lessons (e.g. low motivation and cooperation, unclear tasks, methodical monotony, over- and under-demanding of students),
  • Behavior control (e.g. ignoring disturbances, inconsistent and inconsistent reactions to disturbances)

Teaching disruptions due to external influences

External teaching disorders can include:

  • Noise outside the classroom
  • unannounced visitors during class

Subdivision according to Rainer Wensing

In the compilation of teaching disruptions mastering confidently, Rainer Wensing once again lists a different categorization of teaching disruptions. So according to him exist:

  • physical impairments (e.g. cold or heat)
  • personal impairments (e.g. student forgets glasses or feels uncomfortable)
  • social impairments (e.g. conversations within the class)
  • Smoldering problem and conflict situations (e.g. arguments between students during break)
  • Impairments in the practical implementation of lessons (e.g. lack of teaching material)
  • further slight frictional losses due to unforeseeable influences

causes

The reasons for the occurrence of teaching disruptions can lie with the teacher as well as with the affected student as well as with society.

Social causes

School should not be seen as a closed system, but as an integral part of society. Society is subject to changes and interventions that also affect the individual student.

Influenced by the family situation

The original task of parents and legal guardians to support their child in acquiring social skills such as manners or the ability to concentrate has been increasingly institutionalized in the course of history through the educational system. In addition, many children from families with different financial, social and cultural backgrounds come together at school and can cause conflicts.

In educationally disadvantaged and socially disadvantaged groups , financial and social problems can make bringing up children more difficult. The parents concerned do not believe that social advancement is possible with the help of education and therefore have a negative impression of the school system. Classroom disruptions such as arriving late or not speaking to parents can in this context be seen as a consequence of serious deficits in the parental home.

Both sides are represented in the middle class . Children are specifically encouraged by their parents in order to avoid a possible social decline. However, there is also a rather phlegmatic side who does not believe that a good school leaving certificate can secure a job and thus future existence at the same time. Teaching disruptions are viewed as secondary that are not caused with bad intent.

The upper class, on the other hand, is concerned about whether the teacher can meet their own requirements. A trend towards the choice of private schools can be seen . In addition, the children affected often suffer from the pressure to succeed and perform and disrupt the class through arrogant behavior or a lack of appreciation.

Increase in habitus conflicts

Individual levels of education develop their own ways of thinking or behaving, which can affect the course of the lesson. Members of the various milieus react, for example, with teasing or disparagement when they notice that the other person comes from a lower class. In this case the teacher is responsible for neutralizing the conflicts between the social classes and for reacting confidently to the specific habits of the respective class.

Expansion of youth culture

The penetration of youth language (force) expressions into the standard language as well as the loosening of manners and clothing style are considered to be signs of the expansion of youth culture . The resulting tensions can lead to a difficult relationship between the generations and thereby represent a permanent source of teaching disruption.

Violation of standards of civilization

Standards that have become normal are no longer questioned or reflected, but accepted without discussion. Anyone who ignores these standards in class, such as burping or smacking, often results in more disruptions in class than heckling. This circumstance can lead to feelings of disgust or contempt, especially among teachers from higher educational levels.

Lack of rest

A lack of rest can appear both externally and internally. Especially in the middle classes, the organization of leisure time is under high pressure to regulate. Students who are too tied to school or extracurricular commitments often appear nervous and impatient in class. This creates an inner restlessness that leads to frequent and minor disruptions in class.

lack of perspective

Often the lessons are disturbed by students who have no perspective, either objectively or subjectively. The pupils affected do not see the education system as an opportunity to improve their situation, but as a place that reflects the economic order and is only intended to produce the highest educational qualifications. Especially students of the middle school are affected by this mindset since they are already in advance resign and do not feel recognized as individuals in society.

The teacher as the cause of teaching disruptions

In addition to social reasons, the teacher is a factor in the development of teaching disruptions. Basically, it should be noted that every student has a minimum of their own way of life. The result of this individual design is that a basic level of disturbances is automatically permitted, which comes to light through individual comments on the organization of leisure time or the coming weekend. Accordingly, disorders have to show a certain degree of normality.

Lack of reliability and self-discipline

This means that the teacher appears late in class, for example, or at parent-teacher meetings. Agreements with students that are not adhered to can also lead to disruptions in teaching.

Lack of structure and routine

Permanently poor preparation leads to a lack of security and structure in the course of the lesson. A lack of structure in everyday school life inhibits the flow of lessons and encourages the creation of interjections or other types of disruption. In addition, teachers often lack an overview of the classroom, which means that disruptions are recognized too late. This also affects teachers who have not yet developed a routine in their own subjects or who have to teach a foreign subject.

Lack of activation, variety and intellectual challenge

In addition to the lack of group focus, class disruptions are also caused by a lack of activation of the class. Especially with teacher-centered lessons, weak students have disadvantages and get bored more quickly. A lack of variation in methods and content as well as a lack of intellectual challenge are also responsible for teaching disruptions.

Lack of transparency

In order to enable smooth teaching, transparency should be created with regard to the learning objectives. This increases the motivation of the pupils, who at the same time are less concerned with things that are far from the classroom.

Inexperience in dealing with disruptions and conflicts

In most cases, teachers need to learn to deal confidently with disruptions or conflicts. Both one's own behavioral patterns and those of the students should be questioned and reflected upon.

Lack of assertiveness and a lack of willingness to bring up children

Inconsistent behavior in dealing with students can cause permanent disruptions in class. If, for example, class rules are set up that are not required by the teacher, the untrustworthiness increases. A lack of willingness to bring up the child violates to a certain extent one's own duty to those who are under protection.

Body language not reflected

A teacher's body language creates signals that are interpreted or misinterpreted by the class. She can decide whether, for example, a warning can have the appropriate effect.

Lack of appreciation for the other person

In their development, pupils experience different social groups in which appreciation and mutual respect are lived differently. Often they need a model on which their own actions should be oriented. This model represents the teacher. A lack of respect or appreciation can lead to misconduct in the classroom being ignored and disturbances can hardly be stopped.

Non-functioning control systems

Rules serve to create a framework in social systems such as schools. If these are too complicated or used in excessive ways, there is a risk that rules will be irrelevant and that the consequences of the wrongdoing will not be drawn.

Teaching disruptions from the perspective of the student

Mental processes are often responsible for triggering various forms of teaching disorders. The problem is that it is difficult for the teacher to observe from the outside whether there are psychological problems. With the help of indicators or cues, signs of psychological causes can be taken. In order to clarify the causes in the psychological area, it is recommended to arrange for more precise observations as well as researching the student's behavior and description of the situation. In addition, external specialists can be called in to complete the overall picture. Bullying at school can also disrupt teaching.

Causes of 'healthy' disorders

'Healthy' disorders exist when no factors deviating from the norm can be identified for a disruption of the classroom. The following points are listed as the most common causes:

  • Loss of concentration and attention
  • Age group-specific developmental symptoms
  • Prejudices against schools, teachers and the education system
  • situational and socially conditioned relationship disorders
  • Personal conflicts or problems of the student
  • Background problems that come from the family environment

It is recommended to reflect on the disorder situation as the teaching disruption arises from normal living conditions. Often the human interaction is more important than the classroom. These circumstances should be taken into account when assessing the situation and assessed accordingly by the teacher.

Causes of 'pathological' disorders

A 'pathological' disorder results from above-average deviations from the norm and can lead to repetitions if the lesson is successfully disrupted. The most common causes can be found in the area of ​​experience and behavior:

It is recommended to agree the diagnosis of a 'pathological' disorder with a specialist. The ICD-10, an international classification of diseases, can help to carefully differentiate the disorder.

Prevention

Disturbances in the classroom can often be reduced to a minimum in advance. Preventive measures are successful if both the school system and the person are thought about.

Changes in school

Consideration of internal processes and rational handling of external requirements

It is recommended to deal with external requirements within a meaningful framework and to take internal processes into account. External requirements include, for example, changes in staff, restructuring in the school entry phase or pressure from external evaluations. Internal processes are, for example, routines on the subject of classroom disruptions as well as uniform regulations in school regulations or in the playground. These factors should be taken into account when teaching disruptions occur and treated accordingly sensitively (cf. Rattay 2011: 24).

Creation of a pleasant school climate

Furthermore, a pleasant school climate can be helpful to take preventive action against disruptions. This can promote characteristics such as appreciation or mutual respect. Students who are both emotionally and physically comfortable and who appreciate their classmates are significantly less likely to disrupt the class.

Forms of cooperation in the teaching staff

The college takes on an important role, as it is in this framework that common rules, value systems and rules of upbringing are established. Jointly developed and applied basic rules and routines on the subject of classroom disruptions can ensure that disruptions are dealt with more confidently, faster and more smoothly. For this purpose, both good cooperation and the negotiation of common educational goals and the agreement of basic rules should be sought by the school management.

Preventive teacher behavior

Teaching disruptions can not only be counteracted preventively with the help of a pleasant school atmosphere or functioning cooperation within the teaching staff. Your own way of leading a class can also prevent disruptions and their expansion. Accordingly, preventive measures have a stronger influence than reactive measures. There are four strategies that can be used as a prevention strategy:

1. Presence and omnipresence of the teacher

2. The flow of lessons as well as smooth everyday life

3. Activation of the group focus

4. Avoiding weariness and creating variety and challenges

In addition to these strategies, the teacher can take other measures to minimize disruptions to teaching in advance.

Organization in the classroom

The seating arrangement can have a major impact on the susceptibility to disruptions in class. Students who are conspicuous should be placed in such a way that they are always kept in view. In addition, they can be quickly calmed down with the help of physical closeness. This makes it easier to intervene in the event of a fault. Classroom design can also affect classroom disruptions. The atmosphere in the room affects the class atmosphere and should therefore be designed to be pleasant for the students. A healthy average is required in order to avoid overstimulation.

Consequences and rules

The rules should be introduced by the teacher in an age-appropriate and sensible way. Consistent compliance and application are also important. The teacher is responsible for following the rules and taking on the educational role.

Management and organization of the lessons

Good communication skills and the use of meaningful options for action often put an end to teaching disruptions shortly after entering the class. The group focus should be maintained and eye contact with the class should be maintained so that disturbances can be recognized at an early stage. In addition, the correct handling of praise and criticism, especially in the case of students with behavioral problems, can lead to disruption-free behavior. Body language and the introduction of rituals also contribute to the design of the lesson. Applying the aspects mentioned can make an important contribution to the prevention of teaching disorders.

self reflection

It is important to question your own behavior in order to become clear about which methods or prevention strategies work in the classroom and in which areas changes should be sought. For example, checklists can be used for this.

Training of teachers

When dealing with classroom disruptions, both consistency and uniformity of teacher behavior play a major role. Therefore, the teaching staff should be brought to a uniform level in order to react both preventively and interveningly to disruptions. As a rule, internal training courses that pursue several goals are suitable for this purpose. On the one hand, a common level of knowledge should be achieved. On the other hand, it is advisable to define uniform procedures in which responsibilities or escalation levels are clarified. Improving mutual advice or exchanges between colleagues and practicing concrete action in practice should also be addressed in the context of these training courses. This enables teachers to be better sensitized to disruptions and to recognize or eliminate them more quickly in advance.

Individual coaching

This means the targeted support of affected students according to cognitive or social-emotional aspects. It can help to strengthen the student-teacher relationship and to promote both the communication and the reflection process in the event of disturbances in the classroom. Coaching continues to provide support in difficult life situations and is an important support for the development of the students.

The preventive measures presented are also discussed in other works. In the monograph “Disruptions in the school class” by Hans-Peter Nolting, the strategies already mentioned for the prevention of teaching disruptions are confirmed. Unlike the authors before, he differentiates less in detail. He mentions the introduction of rules and the organization of lessons and makes it clear that both levels are an important part of trouble-free teaching.

In addition, prevention can be done using activation. The whole class is involved as far as possible and attention is paid to a lively voice or facial expressions and gestures. Questions should also be directed clearly to the whole class and clear assignments should be formulated. Furthermore, teaching disruptions can be avoided with the help of a successful teaching flow, by arranging the lessons well beforehand and switching quickly from one activity to another. Nolting also emphasizes the importance of presence and stop signals. Disturbers can be soothed by physical proximity or short stop signals such as looks or hand movements.

Intervention options

If disruptive behavior occurs in class, it must first be clarified how serious this is, as the respective teacher intervention is based on it. In addition, however, the accompanying circumstances must also be taken into account. Even if it is often difficult to clearly separate such situations in everyday school life, the following level scheme can be a good guide for correct teacher behavior.

Strategy A

This strategy can be used in many of the disruptions that occur in the classroom and can thus be referred to as the basic strategy. Exemplary situations can be heckling or simple conversations between students. In such cases, it is not always necessary to address the fault. Only when the misconduct can no longer be ignored, the respective reaction of the teacher must take place. It is important to ensure that you return to normal lessons as quickly as possible so that not too much learning time is lost. That is why a warning should be clear and unambiguous, but be polite. In addition, it should be made clear that one only refers to the rule violation, not to the student himself.

Presence and stop signals

  • Use of visual and acoustic signals
  • Vary the pitch or pause
  • Look at students and use facial expressions to point out the wrongdoing, e.g. E.g. fingers to lips

Relaxing and solution-oriented impulses

  • I-messages about my own well-being, e.g. B: At this volume, I cannot concentrate enough to continue the lesson.
  • Have an understanding of disruptive behavior, e.g. B: I can understand that you are already quite tired at this time, but ...
  • Include disruptive students in the classroom, e.g. E.g. through questions

Strategy B

This strategy is used for persistent disruptive behavior or persistent problems. In these situations, teachers often react impulsively, but this should be avoided. Rather, a controlled and objective attitude is an advantage here.

Because behind disturbances there is often a certain motive which is important for the student. (e.g .: attention, recognition, anger, excessive demands, ...)

Disturbances can therefore be viewed as unsuccessful attempts to communicate personal well-being because there is no more suitable behavior for the respective situation.

Fault analysis

With this method, the teacher makes himself aware of what exactly happened and who exactly was involved in the disturbance. In addition, she puts herself in the perspective of the student in order to clarify the motivations and possible messages and thereby develop a better understanding of the behavior. But the possible consequences must also be clarified and one's own well-being must be researched. With these measures, the teacher can protect himself from possible overreactions or emotional outbursts, which could then have a negative impact on the teacher-student relationship.

conversations

The two goals that a teacher should achieve during a conversation are on the one hand to rebuke the student and on the other hand to clarify the background of the disturbance, and then to find solutions. According to Nolting (2002), a “serious conversation” should take place first, in which the student is confronted with his misconduct and it is made clear to him that a limit has been exceeded. A “problem discussion” can then take place in the following, in which the pupil should assess his own behavior. He should thus be stimulated to think, which should lead to the fact that he can master his goals in the future without disturbing the class.

Conduct contract

The behavior contract represents a possible result of the problem discussion. In this the agreements made between teacher and student are recorded in a binding manner. This method is intended to facilitate implementation and subsequent success. It is important to limit it to a maximum of two to three goals so that the student is not overwhelmed and a sense of achievement can be achieved more quickly. In addition, the contract should include a period in which the student must achieve his goals.

Learning agreement

In contrast to the behavioral contract, the parents are also included in the learning agreement. First there is a conversation between the three parties, in which not only the performance profile, but also the entire development and learning process of the student are considered and discussed. At the end of the conversation, binding agreements between the parties should be recorded in writing in a protocol sheet and confirmed by signatures.

Strategy C

Strategy C is used when disruptions are difficult to remedy or have negative consequences. In these cases, consequences or sanctions are unavoidable. For correct use, it should be noted that sanctions are always directly related to the rule violation and must therefore be traceable. In addition, they should always be tailored to the respective individual case and be in the right proportion to the violations. Furthermore, transparency must also be ensured. This means that the students have to be informed in advance of the possible consequences, which can be done, for example, by using class rules at the beginning of the school year. Sanctions should also be laid out in the form of an "escalation ladder". This means that the consequences gradually increase from small to large. Examples of common sanctions in everyday school life are removing objects, changing the seating arrangement or distributing extra work.

Strategy D

If there are serious incidents in class, which can manifest themselves primarily in the form of aggression or violence, strategy D must be used. With this measure, it is of the utmost importance to act quickly in order to limit possible damage and eliminate dangers. The initial reaction mentioned here is not only characterized by direct intervention, but also by impartiality and emotional self-control . The subsequent reaction that occurs can be very diverse, which largely depends on the type of incident. Additional gathering of information by witnesses, referring to rules or sanctioning through various measures are possible options that can be used in such situations.

Strategy E

This strategy describes the cooperative processing of problems in the class. Examples of this are class discussions, which are intended to explain the different perspectives on a problem to the students. Conflict moderation and dispute settlement, in which students can resolve disputes independently, are also important measures. Other measures include social learning programs, training programs to develop social skills and cooperative behavior modification (KVM according to Redlich & Schley 1978; Redlich 2005). This is also described by Hans-Peter Nolting in his book Disturbances in the school class.

With diaries against learning frustration

In Germany, the film Freedom Writers brought about the founding of the ChangeWriters association , which aims to promote the learning success of students who are considered to be “not schoolable” by improving the teacher-student ratio , among other things by giving students the opportunity to write diaries and determine who read the diary.

literature

  • Ferdinand Eder, Walter Fartacek, Johannes Mayr: Cooperation and disruptions in class: Concept for a teacher training to improve pedagogical action. In: Jörg Schlee, Diethelm Wahl (ed.): Changes in subjective theories of teachers: Contributions and results of a symposium at the University of Oldenburg from February 16-18, 1986. Oldenburg 1987, ISBN 3-8142-0215-5 , pp. 138-151.
  • Gustav Keller: Discipline Management in the School Class . Hans Huber, Bern 2010, ISBN 978-3-456-84856-3 .
  • Gert Lohmann: Getting along with students . Cornelsen, Berlin 2013, ISBN 978-3-589-23290-1 .
  • Thomas Lutz: Countering teaching disruptions with a system . Raabe, Berlin 2013, ISBN 978-3-8183-0692-2 .
  • Hans-Peter Nolting : Disturbances in the school class . Beltz, Weinheim and Basel 2012, ISBN 978-3-407-22935-9 .
  • Cathrin Rattay: Institutional Causes . In: Cathrin Rattay, Jost Schneider, Rainer Wensing, Oliver Wilkes (eds.): Mastering teaching disruptions with confidence . 1st edition. Donauwörth, Auer 2011, ISBN 978-3-403-06799-3 , pp. 14-23.
  • Cathrin Rattay: Preventive Teacher Behavior . In: Cathrin Rattay, Jost Schneider, Rainer Wensing, Oliver Wilkes (eds.): Mastering teaching disruptions with confidence . 1st edition. Donauwörth, Auer 2011, ISBN 978-3-403-06799-3 , pp. 30-36.
  • Cathrin Rattay: Changes in the School Institution . In: Cathrin Rattay, Jost Schneider, Rainer Wensing, Oliver Wilkes (eds.): Mastering teaching disruptions with confidence . 1st edition. Donauwörth, Auer 2011, ISBN 978-3-403-06799-3 , pp. 24-30.
  • Jost Schneider: Social causes. In: Cathrin Rattay, Jost Schneider, Rainer Wensing, Oliver Wilkes (eds.): Mastering teaching disruptions with confidence . 1st edition. Donauwörth, Auer 2011, ISBN 978-3-403-06799-3 , pp. 5-9.
  • Jost Schneider: teacher training . In: Cathrin Rattay, Jost Schneider, Rainer Wensing, Oliver Wilkes (eds.): Mastering teaching disruptions with confidence . 1st edition. Donauwörth, Auer 2011, ISBN 978-3-403-06799-3 , pp. 36-38.
  • Felicitas Thiel: Interaction in the classroom . Barbara Budrich, Opladen & Toronto 2016, ISBN 978-3-8252-4571-9 .
  • Rainer Wensing: Examples of teaching disruptions on the five escalation levels and possible countermeasures . In: Cathrin Rattay, Jost Schneider, Rainer Wensing, Oliver Wilkes (eds.): Mastering teaching disruptions with confidence . 1st edition. Donauwörth, Auer 2011, ISBN 978-3-403-06799-3 , pp. 66-74.
  • Rainer Wensing: Individual coaching . In: Cathrin Rattay, Jost Schneider, Rainer Wensing, Oliver Wilkes (eds.): Mastering teaching disruptions with confidence . 1st edition. Donauwörth, Auer 2011, ISBN 978-3-403-06799-3 , pp. 38-43.
  • Rainer Wensing: Psychological causes . In: Cathrin Rattay, Jost Schneider, Rainer Wensing, Oliver Wilkes (eds.): Mastering teaching disruptions with confidence . 1st edition. Donauwörth, Auer 2011, ISBN 978-3-403-06799-3 , pp. 9-14.
  • Rainer Winkel: The disrupted lessons . Schneider Verlag, Baltmannsweiler 2006, ISBN 978-3-8340-0157-3 .
  • Kai Uwe Wollenweber: Solving discipline problems in everyday school life . Forum Verlag, Merching 2011, ISBN 978-3-86586-248-8 .

Individual evidence

  1. ^ A b Rainer Winkel: The disturbed teaching . Schneider Verlag, Baltmannsweiler 2006, ISBN 978-3-8340-0157-3 .
  2. ↑ a b c Gert Lohmann: Getting along with students . Cornelsen, Berlin 2013, ISBN 978-3-589-23290-1 .
  3. ↑ a b Felicitas Thiel: Interaction in the classroom . Barbara Budrich, Opladen & Toronto 2016, ISBN 978-3-8252-4571-9 .
  4. ↑ a b Thomas Lutz: Countering teaching disruptions with a system . Raabe, Berlin 2013, ISBN 978-3-8183-0692-2 .
  5. ↑ Ferdinand Eder, Walter Fartacek, Johannes Mayr: Cooperation and disruptions in class: Concept for teacher training to improve pedagogical action . In: Jörg Schlee, Diethelm Wahl (Hrsg.): Changes in the subjective theories of teachers: Contributions and results of a symposium at the University of Oldenburg from February 16-18, 1986 . Oldenburg 1987, ISBN 3-8142-0215-5 , pp. 138-151 .
  6. ^ Rainer Wensing: Individual coaching . In: Cathrin Rattay, Jost Schneider, Rainer Wensing, Oliver Wilkes (eds.): Mastering teaching disruptions with confidence . 1st edition. Auer, Donauwörth 2011, ISBN 978-3-403-06799-3 , p. 66-74 .
  7. ^ A b Cathrin Rattay: Institutional causes . In: Cathrin Rattay, Jost Schneider, Rainer Wensing, Oliver Wilkes (eds.): Mastering teaching disruptions with confidence . 1st edition. Auer, Donauwörth 2011, ISBN 978-3-403-06799-3 , p. 14-23 .
  8. ↑ Daniela Arnold: The School Challenge: What does movement have to do with successful learning? BoD - Books on Demand, 2009, ISBN 978-3-8370-8389-7 , pp. 268 ( google.de [accessed on February 12, 2020]).
  9. ^ Rainer Wensing: Psychological causes . In: Cathrin Rattay, Jost Schneider, Rainer Wensing, Oliver Wilkes (eds.): Mastering teaching disruptions with confidence . 1st edition. Auer, Donauwörth 2011, ISBN 978-3-403-06799-3 , p. 9-14 .
  10. ^ Cathrin Rattay: Changes in the School Institution . In: Cathrin Rattay, Jost Schneider, Rainer Wensing, Oliver Wilkes (eds.): Mastering teaching disruptions with confidence . 1st edition. Auer, Donauwörth 2011, ISBN 978-3-403-06799-3 , p. 24-30 .
  11. ↑ Cathrin Rattay: Preventive Teacher Behavior . In: Cathrin Rattay, Jost Schneider, Rainer Wensing, Oliver Wilkes (eds.): Mastering teaching disruptions with confidence . 1st edition. Auer, Donauwörth 2011, ISBN 978-3-403-06799-3 , p. 30-36 .
  12. ^ Jost Schneider: teacher training . In: Cathrin Rattay, Jost Schneider, Rainer Wensing, Oliver Wilkes (eds.): Mastering teaching disruptions with confidence . 1st edition. Auer, Donauwörth 2011, ISBN 978-3-403-06799-3 , p. 36-38 .
  13. ^ Rainer Wensing: Individual coaching . In: Cathrin Rattay, Jost Schneider, Rainer Wensing, Oliver Wilkes (eds.): Mastering teaching disruptions with confidence . 1st edition. Auer, Donauwörth 2011, ISBN 978-3-403-06799-3 , p. 38-43 .
  14. ^ Hans-Peter Nolting: Disturbances in the school class . Beltz, Weinheim and Basel 2012, ISBN 978-3-407-22935-9 .