[[alternative]]The Analysis of Teacher-Student Interaction Pattersons in Classrooms for Disruptive Students

[[abstract]]The Analysis of Teacher-Student Interaction Patterns in Classrooms for Disruptive Students Ching-Chih Chen Abstracts The main purpose of this study was to analyze the teacher-student interaction patterns in classrooms for disruptive students. The teacher-student interaction of four third- to sixth-grade primary school students who exhibited high rates of disruptive behavior and/or other serious behavior problems were observed in natural setting. The teacher-student interaction events and behaviors were analyzed by the sequential analysis to display interaction patterns and processes. The main findings of this study were stated as the followings: 1. Rates of teacher and student's behavior: In classrooms, all teachers engaged in more neutral behavior, displayed low rates of negative behavior. All students engaged in high rates of negative behavior except for the case one who engaged in high rates of neutral behavior. 2. Teacher-student interaction within three types of structured activities: During unstructured activities, in terms of teacher initiation/student response interactions, four cases were mainly teacher positive initiation/student negative response interactions. In terms of student initiation/ teacher response interactions, case one and case two were mainly student negative initiation/ teacher positive response interactions, and case three and case four were mainly student negative initiation/ teacher negative response interactions. During semi-structured activities, in terms of teacher initiation/student response interactions, case one was mainly teacher positive initiation/student positive response interactions, and the others were mainly teacher positive initiation/student negative response interactions. In terms of student initiation/ teacher response interactions, case one was mainly student positive initiation/ teacher positive response interactions, case two was mainly student neutral initiation/ teacher neutral response interactions, case three was mainly student negative initiation/ teacher positive response interactions, and case four was mainly student negative initiation/ teacher negative response interactions. During structured activities, in terms of teacher initiation/student response interactions, all cases were mainly teacher neutral initiation/student neutral response interactions except for case one. In terms of student initiation/ teacher response interactions, all cases were mainly student neutral initiation/ teacher neutral response interactions. 3.Teacher-student interaction patterns: In terms of teacher initiation/student response interactions, after teacher initiations, student responses were divided into six types of interaction- to response neutrally, influence negatively, comply positive regulation, react against positive regulation, comply negative regulation, and react against coercion. In terms of student initiation/ teacher response interactions, after student initiations, teacher responses were divided into six types of interaction-to response neutrally, reinforce without enthusiasm, response reciprocally, induce with positive regulation, coerce, and evaluate negatively. Implications for practice and further research are recommended on the basis of the findings of this study. Keywords: disruptive student, teacher-student interaction, interaction analysis, sequential analysis.