Abstract

This small-scale qualitative research inquiry investigates how a small sample of experienced teachers dealt with disruptive students in their classes in the Lifelong Learning Sector (LLS) in West Yorkshire. I wanted to continue my earlier writing on these issues by listening to what teachers said about their challenging experiences on the front line of the classroom interfacing with negative student behaviour. I firstly discuss a research instrument for collecting this data from these teachers’ experiences, and also explore their strategies for dealing with disruptive student behaviours. It seemed very important to hear from practitioners rather than relying on what textbooks advised. Previously I was interested in the experiences of trainee tutors facing these difficulties; in this piece I am more concerned with how experienced tutors deal with these unpleasant circumstances. I outline the findings that this questionnaire elicited in terms of key negative incidents that these teachers had experienced in class and the strategies they had deployed to overcome the social and emotional challenges of disruptive student behaviour. I briefly summarise these tutors’ perspectives on the support they felt they did or did not receive on these issues. I conclude with an analysis of the findings and question the problematics of this research, its meaning, validity and possible application in other teaching contexts.

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