EN CUANTO A LA CASACION DE OFICIO Y EL PRINCIPIO IURA NOVIT

Each educator was asked to recall their emotional reaction to each negative situation they described. The overall descriptions of educator displays included their facial expressions, body language and tone of voice. No educator described their reactions as following a set of explicit

rules (EDRs) given to them by their employer. The top facial expressions mentioned by participants were surprise or shock (n=8) and anger (n=8). Frustration was another frequently used descriptor for facial expressions (n=7) as was a serious look (n=6) and stern face (n=5). Educators also stated they were not smiling (n=5), showing confusion (n=4), using furrowed eye brows (n=4), or had a straight face (n=4). The body language most often described included: leaning in or walking toward the students (n=9), placing hands on hips (n=6) or standing (n=5). Another posture mentioned included a closed off stance with arms crossed (n=4). One educator called this the “quintessential teacher pose.” When describing their tone of voice, a loud or elevated tone was the most often mentioned (n=18), while the second highest was a calm tone (n=11). The next most frequently mentioned tones were firm or forceful (n=9) and softer or quieter (n=9). Each of the most often mentioned tones seem to be opposites with no one type of tone receiving the most mentions. The educators’ tone, body language and facial expressions are all part of the displays they use during negative teacher-student interactions. The wide variety of examples given indicates that there is not a set of display rules these educators follow for negative teacher-student interactions.

4.1.3 What training do educators report they receive on the use of emotional display rules during negative teacher-student interactions?

When asked about their training on emotions or emotion management, educators in this study covered many topics. They discussed a lack of direct training, gave a variety of direct training examples or spoke about informal or indirect forms of training. Another topic included the importance of training and details for improvement.

Educators indicated the level of training on emotions or emotion management in three categories: pre-service, professional development and personal research. During pre-service training discussions, educators illustrated the lack of training (n=14), felt they received indirect or informal training (n=6), indicated they experienced direct training (n=2), or could not answer the question (n=1). A few educators (n=2) felt they received both indirect and direct training and one educator described relevant training while working for a summer camp. In the category of professional development, educators spoke of a lack of training (n=7), indicated they received indirect or informal training (n=8), described direct training examples (n=7) or suggested they received both informal and direct training (n=4). Educators revealed the personal research completed on the subject, indicating they did not complete any (n=9), describe direct research (n=1) or gave examples that were indirectly related to emotions or emotion management (n=16).

Some educators who stated there was a lack of training on emotions or emotion management explained that other trainings took precedence over emotions and emotion management training. For example, Lori explained, “you definitely learn a lot about instruction and curriculum, but often times those aren’t the real challenges of teaching.” Tom reiterated this feeling by stating, “I think that it’s something that is not discussed. I think there’s a lot of stuff that educators are responsible for, and there’s so many different things that they’ve been trained on.” Some of the educators found it challenging to remember any training, but did not hesitate to explain why this form of training would be important. Tom, who earlier stated he did not receive training explained, “it’s obviously an important aspect to understand, and how to deal with it, how to cope with it, strategies to use and implement when conflict arises is obviously very important.”

The training the educators described fell into two main categories, direct or formal training and indirect or informal training. The most frequently cited direct training was a conflict-resolution training done at the research site by the school’s guidance counselor. Overall 10 of the educators spoke about this training, however only four of them were able to give both the name and purpose of the training. The remaining six educators were unsure of all the details but knew it had something to do with student emotion management. The only other direct training mentioned frequently, similar to this training, was a crisis prevention training using de- escalation techniques. The educators attending this form of training (n=4) received it from a variety of employers, including one stating their current employer offered this training. The examples from this training included restraint training and crisis prevention rather than personal emotion management techniques. More often than direct forms of training, indirect or informal training was discussed. There were a total of nineteen different indirect or informal trainings offered by educators. The most often mentioned was personal online research or readings (n=15). The second highest categories were pre-service special education coursework (n=6) and classroom management training (n=6). Three other categories were mentioned five times each, educational psychology coursework, personal wellness training, and positive behavior intervention and support (PBIS) training.

None of the different forms of training mentioned seemed to be adequate to the educators in this study. Most (n=22) remarked that they needed more training and offered suggestions for improvement. The suggestions ranged from the need for formal training on how to manage emotions to just having the ability to acknowledge their emotions in a formal conversation with other colleagues. Overall the need for more formal, direct, training was a common theme from the educators participating in this study.