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Acknowledgements viii
1 Introduction 1
Background 1
Authoritarian, democratic or what? 4
Less authoritarian practices or more democratic ones? 5
The Post-Guru Syndrome 7
The next step 10
Classroom management and pupils' values 10
Stress and classroom management 13
2 Teachers' aggression towards misbehaving pupils 16
Disciplinary techniques used by teachers 16
Four categories of pupil behaviour 16
Five kinds of power 18
Frequency of teachers' aggressive behaviour 19
Why teachers use aggressive classroom management techniques 19
The ripple effect of hostility 21
Theories that explain teacher 'misbehaviour' 23
Teachers' self-defeating attitudes 25
The impact of teachers' aggressive classroom management 27
Teachers' coping strategies 29
3 Developmental management in the classroom 32
What causes inappropriate behaviour? 33
Avoiding disruption 34
The pile of goodwill 37
Setting up expectations for appropriate behaviour 40
Classroom meetings in practice 41
Classroom rights and responsibilities 42
4 Responding to pupils manifesting Category A behaviour 45
General hint 46
Specific hint 46
Restatement of expectations 48
I-messages 49
Direct questions 49
5 Responding to pupils manifesting Category B behaviour 51
Recognising responsible behaviour 52
When pupils act responsibly 52
When pupils act irresponsibly 58
Informing the pupils 61
Responding to inappropriate behaviour 63
6 Responding to pupils manifesting Category C behaviour 71
Category C pupils 72
Talking with pupils displaying Category C behaviour 74
Goodwill and the talk 86
7 Responding to pupils manifesting Category D behaviour 88
Basic assumptions88
Inappropriate behaviour 89
Sources of discouragement in the family 91
Aims of inappropriate behaviour 93
Dealing with pupil behaviour 96
Mistaken goals 106
8 The Developmental Management Approach (DMA) 110
Responding to Category A pupils: hinting 111
Responding to Category B pupils: recognitions and consequences 111
Responding to Category C pupils: one-on-one discussions 112
Responding to Category D pupils: mistaken goals 113
Research support for the DMA 114
Teachers reflecting on DMA strategies 118
9 Teacher support 138
Development of responsible behaviour 138
The need for teacher support 139
Setting up a support system 141
Characteristics of support 144
Necessary supports 149
Received support 152
The unsupported 154
10 Conclusion 157
References 161
Index 171
| Price | Condition | Delivery | Seller | Action |
| $99.99 | Digital |
| WonderClub |
Christy Hart
reviewed Understanding Pupil Behaviour: Classroom management techniques for Teachers on August 21, 2011
Understanding Pupil Behaviour: Classroom management techniques for Teachers
The introduction to the book written by Victor Cline is the best part. I think someone new to adoption or RAD would get more out of it than I did. I found the author's writing unorganized.
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Add Understanding Pupil Behaviour: Classroom management techniques for Teachers, This book describes a system of successful classroom behaviour management techniques developed by the author over more than 25 years. It outlines the difficulties confronting teachers trying to manage pupils' misbehaviour in schools and describes four typ, Understanding Pupil Behaviour: Classroom management techniques for Teachers to the inventory that you are selling on WonderClubX
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Add Understanding Pupil Behaviour: Classroom management techniques for Teachers, This book describes a system of successful classroom behaviour management techniques developed by the author over more than 25 years. It outlines the difficulties confronting teachers trying to manage pupils' misbehaviour in schools and describes four typ, Understanding Pupil Behaviour: Classroom management techniques for Teachers to your collection on WonderClub |