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Difficult Students and Inherited Traits

December 21, 2010

(Ivanhoe Newswire) ““ Challenging students take up more of their teachers’ time, and the difference between a tougher student and an easier one seems to be genetic, according to this study. They study looked at young twins in the U.K. and asked their teachers how much of a handful they are.

“Policy-wise, there’s a lot going on, blaming teachers for what’s going on in the classrooms,” Renate Houts of Duke University, who co-wrote the study with Avshalom Caspi and Terrie E. Moffitt of Duke, Robert C. Pianta of the University of Virginia, and Louise Arseneault of King’s College London, was quoted as saying. Many school systems have considered paying teachers based on how much the children in their classes improve. “One of the things that seems to be missing is that teaching is more of a relationship. You have to consider both sides of that relationship, the children and the teachers,” Houts says.

The researchers used data from a twin study that followed 1,102 pairs of British twins from age 5 to 12 to see how students affect teachers. Twin studies are commonly done and the most useful because comparing fraternal and identical twins shows what differences between children are inherited and which are not. The study included questionnaires for the children’s teachers about how much of their time was taken up by each child.

The results showed that children who were more challenging at 5 years old required more teacher effort at age 12. The researchers also found that it’s something genetically that makes them that way. They can’t tell what it is, but they can tell it’s there, and that their challenging behavior isn’t, for example, the teachers fault.

“What happens in the classroom isn’t just a function of the teacher. It’s also the kids who are in the classroom,” says Houts. Life for the teachers could be made easier by spreading out the challenging students evenly between classes, for example.

In addition, parents and teachers should consider working with children early on their challenging behaviors, so they don’t cause as much trouble for teachers later. “If a teacher has to take time out to give individual attention to five challenging kids in her classroom, she can’t focus on the whole classroom,” Houts says.

SOURCE: Psychological Science, published online December 21, 2010




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