The Developmental Management Approach to Classroom Behaviour: Responding to Individual NeedsThis book describes a system of successful classroom behavior management techniques developed by the author over more than 25 years of teaching practice. It outlines the difficulties confronting teachers trying to manage students' misbehavior in schools and describes four types of student who can be helped to behave responsibly. The book explains in detail how students' behavior can be categorized and how techniques can be introduced to deal with each category, however challenging the behavior might be. It also provides a framework for a long term commitment by teachers to productive interactions with students. |
Contents
1 Introduction | 1 |
2 Teachers aggression towards misbehaving students | 16 |
3 Developmental management in the classroom | 32 |
4 Responding to students manifesting Category A behaviour | 45 |
5 Responding to students manifesting Category B behaviour | 51 |
6 Responding to students manifesting Category C behaviour | 71 |
7 Responding to students manifesting Category D behaviour | 88 |
Common terms and phrases
A D SD acceptable achievement act responsibly adult aggressive Approach to Classroom appropriate argued asked Assertive discipline attachment theory attention-seeking attribution theory Australian aware behave inappropriately Bill Rogers buddy calm Category D students challenging students Chapter child classmates classroom behaviour classroom discipline classroom management techniques concern confronted consequences coordinators coping curriculum difficult students discussion distracted Dreikurs Education Educational Psychology effect encourage example exited students expectations explained focus Communal responsibility focus Personal responsibility give hints hurt I-messages identified implementing important inappropriate behaviour interest kids learning less lesson Lewis listen Melbourne misbehaving students mistaken goal move Negative focus parents pile of goodwill Positive focus problem professional development punishment reason Recognition and Reward Referent power relationship responsible behaviour Ryan sarcasm secondary school staff stop strategies student behaviour student misbehaviour talking teacher stress teaching things time-out understand verbal William Glasser