Perspective taking in student problem behavior

by Fanny de Swart (f.de.swart@vu.nl)

Perspective taking is a technique that can help teachers to meet the student’s needs and improve teacher sensitivity. Teachers often experience situations in which they struggle with students with behavioral problems, such as hyperactive, oppositional, aggressive or anxious behavior. In the moment itself, and influenced by stress, time pressure or emotions, it is often difficult to observe what the reason behind the behavior was and what the student felt. Therefore, teachers act based on their momentary appraisal of the situation, which is not necessarily correct. 

Teachers’ appraisals may be colored by earlier experiences with this specific student, or other students with comparable behavior. On the one hand, teachers appraisals facilitate acting quickly in complex situations. However, looking through a colored lens may also hinder teachers to accurately assess what a student actually needs. This may lead to feelings of incompetence. 

Actively taking the perspective of the student, that is, actively trying to understand the students thoughts and emotions, can foster sensitivity of teachers. To support teachers’ perspective taking Hinke Endedijk (Leiden University), together with Fanny de Swart (LEARN!, Vrije Universiteit Amsterdam), Marjolein Zee (Erasmus University Rotterdam), Tim Mainhard (Leiden University), and educational partners, developed BeGRP. BeGRP is a tool that teachers can use as in an intervision context together with a colleague, and supports perspective taking in six steps. Hereby, teachers develop new explanations for students’ behavior, and how to support the student. In the study we aimed to test whether BeGRP 1) improved perspective taking of teachers, 2) increased teacher sensitivity, and 3) enhanced teacher efficacy. A total of 75 teachers and student teachers used BeGRP and filled out surveys. Initial findings show that BeGRP supports teachers to take the perspective of the student and increases teacher efficacy. Furthermore, teachers seem to generalize their skills to other students in the classroom (see NRO report, April 2024). Perspective taking is thus a potentially powerful mechanism to support teachers in addressing problem behavior in classrooms, and meet students’ needs.