Understanding Pupil Behaviour: Classroom Management Techniques for Teachers

by Lewis,Ramon

• ISBN13: 9780415483537
• ISBN10: 0415483530
• Edition: 1st
• Format: Nonspecific Binding
• Copyright: 2009-01-16
• Publisher: David Fulton Pub

Summary

This book describes a system of successful classroom behaviour management techniques developed by the author over more than twenty-five years. It outlines the difficulties confronting teachers trying to manage pupilsa (TM) misbehaviour in schools and describes four types of pupil who can be helped to behave responsibly.

In Understanding Pupil Behaviour Ramon Lewis explains how pupilsa (TM) behaviour can be categorised and how techniques can be introduced to deal with each category, however challenging

Author Biography

Ramon (Rom) Lewis is the author of The Discipline Dilemma and Coping Scale for Adults. He has researched a range of issues relating to classroom behaviour and, through his books, has equipped teachers to remain calm and deal with inappropriate behaviour.

Table of Contents

Acknowledgements	p. viii
Introduction	p. 1
Background	p. 1
Authoritarian, democratic or what?	p. 4
Less authoritarian practices or more democratic ones?	p. 5
The Post-Guru Syndrome	p. 7
The next step	p. 10
Classroom management and pupils' values	p. 10
Stress and classroom management	p. 13
Teachers' aggression towards misbehaving pupils	p. 16
Disciplinary techniques used by teachers	p. 16
Four categories of pupil behaviour	p. 16
Five kinds of power	p. 18
Frequency of teachers' aggressive behaviour	p. 19
Why teachers use aggressive classroom management techniques	p. 19
The ripple effect of hostility	p. 21
Theories that explain teacher 'misbehaviour'	p. 23
Teachers' self-defeating attitudes	p. 25
The impact of teachers' aggressive classroom management	p. 27
Teachers' coping strategies	p. 29
Developmental management in the classroom	p. 32
What causes inappropriate behaviour?	p. 33
Avoiding disruption	p. 34
The pile of goodwill	p. 37
Setting up expectations for appropriate behaviour	p. 40
Classroom meetings in practice	p. 41
Classroom rights and responsibilities	p. 42
Responding to pupils manifesting Category A behaviour	p. 45
General hint	p. 46
Specific hint	p. 46
Restatement of expectations	p. 48
I-messages	p. 49
Direct questions	p. 49
Responding to pupils manifesting Category B behaviour	p. 51
Recognising responsible behaviour	p. 52
When pupils act responsibly	p. 52
When pupils act irresponsibly	p. 58
Informing the pupils	p. 61
Responding to inappropriate behaviour	p. 63
Responding to pupils manifesting Category C behaviour	p. 71
Category C pupils	p. 72
Talking with pupils displaying Category C behaviour	p. 74
Goodwill and the talk	p. 86
Responding to pupils manifesting Category D behaviour	p. 88
Basic assumptions	p. 88
Inappropriate behaviour	p. 89
Sources of discouragement in the family	p. 91
Aims of inappropriate behaviour	p. 93
Dealing with pupil behaviour	p. 96
Mistaken goals	p. 106
The Developmental Management Approach (DMA)	p. 110
Responding to Category A pupils: hinting	p. 111
Responding to Category B pupils: recognitions and consequences	p. 111
Responding to Category C pupils: one-on-one discussions	p. 112
Responding to Category D pupils: mistaken goals	p. 113
Research support for the DMA	p. 114
Teachers reflecting on DMA strategies	p. 118
Teacher support	p. 138
Development of responsible behaviour	p. 138
The need for teacher support	p. 139
Setting up a support system	p. 141
Characteristics of support	p. 144
Necessary supports	p. 149
Received support	p. 152
The unsupported	p. 154
Conclusion	p. 157
References	p. 161
Index	p. 171
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