|dc.description.abstract||This study examined student anger. The students from grades eight through
ten were asked, in focus groups, to identify what, in schools, made them respond with
anger and how students responded to this anger. Common sources of anger related
to styles of teaching and means of evaluation used in classrooms. These were
related to the power relationships which existed between students and teachers.
These relationships appeared to be an aspect of a sense of inequity between the
students and teachers.
The responses of the students indicated that their frustration could be lessened
if teachers focused more on the progress of all students during lesson delivery and
provided activities suited to a wide variety of academic abilities. These students
wanted consistent and concise feedback and explanations of marking criteria. Other
concerns to students were the need for students' rights to individuality, trust (not
based on status), and improved communications between teachers and students.
Students felt that equity between students and teachers could be enhanced by fairer
treatment to students of all ages, balanced workloads (both in class and between
different classes), and attention to diversity. Students' responses to anger included
feelings of unworthiness which resulted in the reduction of effort in school work, or
"acting out" in class.||