‘The teacher almost made me cry’ : Narrative analysis of teachers' reactive classroom management strategies as reported by students diagnosed with ADHD
Honkasilta, J., Vehkakoski, T., & Vehmas, S. (2016). ‘The teacher almost made me cry’ : Narrative analysis of teachers' reactive classroom management strategies as reported by students diagnosed with ADHD. Teaching and Teacher Education, 55 (April), 100-109. doi:10.1016/j.tate.2015.12.009
Published inTeaching and Teacher Education
© 2016 Elsevier Ltd. This is a final draft version of an article whose final and definitive form has been published by Elsevier. Published in this repository with the kind permission of the publisher.
This interview study addresses the gap in earlier research by focussing on the narratives of 13 ADHDdiagnosed Finnish students regarding teacher reactive classroom management strategies. The data are analysed through narrative analysis. Five different narrative types are identified, in which teacher behaviour is evaluated as (1) disproportionate, (2) traumatising, (3) neglectful, (4) unfair and (5) understanding. The dominant storyline e common to the first four types e constructed the narrator's transgression as contingent upon and a justified reaction to teacher conduct. The vicious cycle of coercive classroom management strategies and the culture of blame between students and teachers are discussed.