ABSTRACT
It is clear from the analyses presented in this book that in both primary and secondary schools, teacher aggression and, to a lesser extent, punishment are ineffective in fostering positive pupil affect and behaviour. In contrast, Hinting, Discussions, Recognition, and Involvement appear helpful in this regard. Nevertheless, the more difficult pupils frequently experience more of the former, but no more of the latter. It is not surprising that pupils who are subject to, or witness, more teacher aggression, or even escalating punishment in the face of resistance, may react negatively towards the teacher, and be more distrustful of the teacher’s perceived intentions, as discussed in Chapter 2.
