Dealing with Student Misbehaviour both Verbally and Physically: A Comparison of Perceptions of Readiness to Address Classroom Management Issues

Perceptions of professional gains in relation to the new teacher's ability to address volatile verbal and physical incidents with students were examined. Students who are studying education through a consecutive program feel that they have acquired significantly more professional background about behavioural interventions than students acquiring a comparable degree through a concurrent route. Participants felt significantly more comfortable intervening in behaviour situations when they perceived verbal intervention was needed than they felt when they determined that physical intervention was needed. Also, those who felt most confident with verbal interventions were more confident with intervening physically.