ERIC Number: ED419348
Record Type: RIE
Publication Date: 1998-Apr
Teachers as Verbal Perpetrators.
James-Weagraff, Pat; Donaldson, Diane
This paper briefly discusses: violence as a context for verbal abuse; the legacy of student discipline in schools; a model indicating that verbal abuse is learned; data showing teachers do verbally abuse students; and a variety of ways to deal with this problem. Factors inducing teachers to exhibit aggressive behavior are identified and include: the teachers' past experiences; the rewards or consequences to their behavior; and their own immediate level of stress. The following strategies that teachers can use to reduce verbal abuse are provided: (1) learn to identify feelings by listening to words and body; (2) practice thought stopping; (3) turn to teaching peers for advice and assistance on interaction patterns with students; (4) look at issues of transference; (5) join with the parents of a student whose behavior is presenting difficulty; (6) be honest and complete a frank and detailed accounting of biases; (7) accept that self-learning may mean more inwardly directed anger; (8) take concrete steps to avoid social isolation; (9) recognize that control is undoubtedly a deep seated cause of verbal abuse; and (10) cultivate the capacity to self assess and self correct. (Contains 7 references.) (CR)
Publication Type: Guides - Non-Classroom; Information Analyses; Speeches/Meeting Papers
Education Level: N/A
Audience: Practitioners; Teachers
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Convention of the Council for Exceptional Children (Minneapolis, MN, April 15-19, 1998).