Les pratiques de gestion de classe des enseignants : efficacité perçue par les élèves présentant des difficultés comportementales

Abstract

This article discusses the perceptions of students with emotional and behavioral difficulties (EBD) regarding the effectiveness of teachers’ classroom management practices. The interviews with fourteen PDC students enrolled in secondary school special class were analyzed using a qualitative thematic analysis approach. Based on the model of the five components of classroom management, the results offer an unprecedented perspective on classroom management and reveal a large inventory of practices perceived effective by participants to manage the classroom. They also reveal that the type of school attended and attitudes towards it particularly influence their perceptions. Finally, the perceptions of students with EBD are quite consistent with the practices recommended by research in the field.