Understanding Pupil Behaviour: Classroom Management Techniques for Teachers

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

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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

Acknowledgementsp. viii
Introductionp. 1
Backgroundp. 1
Authoritarian, democratic or what?p. 4
Less authoritarian practices or more democratic ones?p. 5
The Post-Guru Syndromep. 7
The next stepp. 10
Classroom management and pupils' valuesp. 10
Stress and classroom managementp. 13
Teachers' aggression towards misbehaving pupilsp. 16
Disciplinary techniques used by teachersp. 16
Four categories of pupil behaviourp. 16
Five kinds of powerp. 18
Frequency of teachers' aggressive behaviourp. 19
Why teachers use aggressive classroom management techniquesp. 19
The ripple effect of hostilityp. 21
Theories that explain teacher 'misbehaviour'p. 23
Teachers' self-defeating attitudesp. 25
The impact of teachers' aggressive classroom managementp. 27
Teachers' coping strategiesp. 29
Developmental management in the classroomp. 32
What causes inappropriate behaviour?p. 33
Avoiding disruptionp. 34
The pile of goodwillp. 37
Setting up expectations for appropriate behaviourp. 40
Classroom meetings in practicep. 41
Classroom rights and responsibilitiesp. 42
Responding to pupils manifesting Category A behaviourp. 45
General hintp. 46
Specific hintp. 46
Restatement of expectationsp. 48
I-messagesp. 49
Direct questionsp. 49
Responding to pupils manifesting Category B behaviourp. 51
Recognising responsible behaviourp. 52
When pupils act responsiblyp. 52
When pupils act irresponsiblyp. 58
Informing the pupilsp. 61
Responding to inappropriate behaviourp. 63
Responding to pupils manifesting Category C behaviourp. 71
Category C pupilsp. 72
Talking with pupils displaying Category C behaviourp. 74
Goodwill and the talkp. 86
Responding to pupils manifesting Category D behaviourp. 88
Basic assumptionsp. 88
Inappropriate behaviourp. 89
Sources of discouragement in the familyp. 91
Aims of inappropriate behaviourp. 93
Dealing with pupil behaviourp. 96
Mistaken goalsp. 106
The Developmental Management Approach (DMA)p. 110
Responding to Category A pupils: hintingp. 111
Responding to Category B pupils: recognitions and consequencesp. 111
Responding to Category C pupils: one-on-one discussionsp. 112
Responding to Category D pupils: mistaken goalsp. 113
Research support for the DMAp. 114
Teachers reflecting on DMA strategiesp. 118
Teacher supportp. 138
Development of responsible behaviourp. 138
The need for teacher supportp. 139
Setting up a support systemp. 141
Characteristics of supportp. 144
Necessary supportsp. 149
Received supportp. 152
The unsupportedp. 154
Conclusionp. 157
Referencesp. 161
Indexp. 171
Table of Contents provided by Ingram. All Rights Reserved.

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