Intervention options for classroom disruptions

The masters thesis deals with intervention options for classroom disruptions with a special focus on reactive strategies, as teachers are often confronted with these disruptions. The aim is to provide an overview of possible intervention approaches. The first part comprises a theoretical section that examines the connection between good teaching, classroom management and classroom disruptions as well as how to deal with these disruptions. In the second part, an empirical-qualitative study is presented in which primary school teacherswere asked about their experiences and opinions in dealing with disruptions. The results show that there is no universal solution to classroom disruptions and that teachers have to react individually to each disruption. Therefore, a catalog of reactive measures against classroom disruptions is useful, from which the appropriate strategy for the respective situation can be selected. This paper offers such a catalog of measures.