Exploring Norwegian teachers’ perceptions of shy students at recess and their strategic responses
Bibliographic record
Abstract
Recess (break times) during the school day offers children opportunities for peer interactions which enrich social development. For shy children, however, these periods can produce anxiety, leading to withdrawal and onlooker behaviour. The analysis reported here is from a national study of how Norwegian elementary school teachers support the engagement of shy children in school life. Nineteen teachers with recognised success with shy students were interviewed to elicit their interpretations of shy children’s behaviour and their strategies with them. Qualitative analyses found that these teachers recognised that recess was integral to creating inclusive schools, took the perspectives of shy children, and ascribed anxiety-related emotions to them. Teachers also mentioned that asking other children to include them in activities left shy children feeling pitied. However, giving designated roles to the child; allowing them to stay inside with friends to build real friendships; and starting playful activities with the child that attracted other children were all described as successful strategies.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".