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Towards a Model of Strategic Actions in the Classroom: Games theory as research heuristic

Why do students adapt to the role of receptive learners despite the fact that they feel this to be unpleasant? Why do they behave so differently when they have substitute teachers? Effective classroom management, or the lack thereof, results from the roles or games that are played between teacher actors and student actors. The conceptual apparatus and modus operandi of games theory gives us a research heuristic for understanding the strategic possibilities inherent in typical classroom situations where the interests of teacher and students are partly concurrent and partly in conflict. The interaction focussed upon here is composed of the ongoing transactions that take place between teacher and students, each playing different roles. Tacit agreement as implicit contract is rational in iterated play. The preconditions for contracts with self-sustaining properties are discussed, as well as the reasons why contracts between the teacher and the students can come unravelled.