It is clear from the analyses prese

It is clear from the analyses presented in this book that in both primary and
secondary schools, teacher aggression and, to a lesser extent, punishment
are ineffective in fostering positive pupil affect and behaviour. In contrast,
Hinting, Discussions, Recognition, and Involvement appear helpful in this
regard. Nevertheless, the more difficult pupils frequently experience more
of the former, but no more of the latter. It is not surprising that pupils
who are subject to, or witness, more teacher aggression, or even escalating
punishment in the face of resistance, may react negatively towards the
teacher, and be more distrustful of the teacher’s perceived intentions, as
discussed in Chapter 2.