Thesis (M.A.)-University of Warwick, 1983.
|Statement||Anthony John Richardson.|
Difficult pupil behaviour can reflect and exacerbate stresses within a school, increasing the potential for conflicts among teachers, parents and support staff. The need to acknowledge and overcome this in practice is fully recognised and is a central challenge addressed by this by: Understanding problematic pupil behaviour: perceptions of pupils and behaviour coordinators on secondary school exclusion in an English city Article in Educational Research 57(3) July. Behaviour for Learning offers teachers a clear conceptual framework for making sense of the many behaviour management strategies on offer, allowing them to make a critical assessment about their appropriateness and effectiveness in the classroom. Teachers need to be asking themselves the question "How can I improve a child’s learning?". a book of recipes. The order of the ideas is from the Reactive approaches to difficult behaviour can and. do make matters worse. difficult pupils, often that time achieved little other.
Background: The research reported in this article was commissioned by a consortium of inner-city schools located in central England. It was commissioned in response to the consortium's concerns regarding increasing referrals of negative pupil behaviour amongst its secondary school pupils in Key Stage 3 (ages ), resulting in temporary and permanent exclusions. Current school guidance and policies from central government place behaviour as a key priority. Historically, governments have also placed behaviour at the forefront. Recently, for example, the White paper, Department for Education (DfE) ‘Behaviour and Discipline in Schools’ guidance (), and Education Minster Nicky Morgan’s appointment of a behaviour tsar (Tom Bennett) tasked. approach their teaching in ways that reduce the likelihood of children misbehaving. Teachers also need to be equipped with effective skills and responses for those instances where difficult behaviour does occur. Where teachers have good preventative and responsive skills the likelihood of difficulties emerging or developing into incidents will be. Try to think of behaviour in the same way as you think of academia. If there’s a gap in knowledge, you support children to achieve. If there’s a gap in behaviour, you support children to progress. ‘Non-violent communication’ is a communication process that was developed by Marshall Rosenburg in the s.
Scarlett, W G, Ponte, I C & Singh, J P , 'A historical perspective on behavior and classroom management', in Approaches to behavior and classroom management: integrating discipline and care, SAGE Publications Ltd, London, pp. , viewed 14 November , doi: /n2. Whitaker is a big supporter of the programme. He believes it should be funded by government because he says some pupils are not having their needs met by the way behaviour is managed in some mainstream schools. And it is meeting those needs, of challenging pupils, that Whitaker says has been his most rewarding work in the classroom. Chapter 4: Approaches to changing behaviour 80 The ABC approach to behaviour change 81 Problem-solving approaches 84 Cost-benefit analysis approach 88 Re-enactment 91 Future goal (changed behaviour) visualisation 93 Self-monitoring 98 Social skills training Behaviour agreements and behaviour plans In terms of behaviour support for pupils, the NEPS continuum of support can be conceptualised as follows: (ii) Tier 1: whole school or classroom approaches for all pupils, which include a consistently applied behaviour policy along with formal teaching and .