The labels may have profoundly
different meanings and understandings for the ‘labeller’ from the meanings
understood by the students. Watkins and Wagner (2000) argue that teachers need
to be sure that their expectation of how the student behaves does not depend
only on the attributed label which could be given to them from past teachers or
past events. Similarly, teachers need to look at how the context within the
classroom setting or environment and their own perceptions of what is
acceptable and unacceptable behaviour may be influencing the behaviour, eg.

rules that may be unreasonable, unrealistic, or arbitrary. Furthermore, the
label given to the behaviour may not always be justified by the events that led
up to the incident or the context that the behaviour occurred in (Watkins &
Wagner, 2000), particularly when students come from different social and
cultural backgrounds.

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