Victorian Institute of Teaching

8/14/2019 Victorian Institute of Teaching

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1

Victorian Institute o Teaching

ReseaRch DIGesT2008/2

An approach

to behaviour

management that

works most of

the time, for most

teachers, will

improve the learning

climate of any

school.

Ti ditin t Research

Digestummri m ky

rr tudi tt uggt

nwr t qutin u :

hw imprtnt i bviur

mngmnt in tiv

ting nd lrning? D

gd bviur mngmnt

ld t imprvd lrning

utm r tudnt?

Trugut t digttr r driptin

ppr tt v

prtil pplitin in

lrm prti.

Ti rr digt i bd

n r numbr

dtb nd bibligrpi

rur, inluding t

autrlin edutin Indx,

eRIc, edutin Rr

cmplt, Briti edutinIndx nd spu.

T rt tin prnt

m inigt rm rr

but t imprtn

bviur mngmnt

in tiv ting nd

lrning. Ti i llwd

by diuin m

tyl tiv bviur

mngmnt. a urtr

tin i ud n m

tudi ntxtul trin tudnt bviur, nd

i llwd by n unt

rnt rr but t

impt t t prti

knwn rtrtiv juti

prti. T nl tin

drw n t rltinip

btwn bviur

mngmnt nd tr

rtntin. Prtil, rr-

bd lrm trtgi

r igligtd. sm uul

wbit r litd, nd ull

rrn lit i prvidd.

IN ThIs eDITIoN

Mnging lrm bviur 2

Bviur mngmnt ndtiv ting nd lrning 3

styl bviurmngmnt 4

Wt wrk nd wt

dnt wrk 8Rtrtiv juti prti 9

Bviur mngmnt: niu tt t ll tr 12

cmmnt 13

Uul wbit 13

Rrn 14

T Vitrin Intitut Ting mmiind tautrlin cunil r edutinlRr t prpr ti ri ltrni rr digt.

Ti iu bn prprdbyJenny Wilkinson , RrFllw, Marion Meiers, snirRr Fllw nd Pat Knight,

snir Librrin, cunningmLibrry, aceR.

T Rr DigtTi Rr Digt i n ri pridi digt prdud

by t autrlin cunil r edutinl Rr (aceR) r t

Vitrin Intitut Ting. T digt will b publid n t

Intitut wbit undr Publitin.

e digt will u n ingl tpil iu, nd prvid rviw

mjr mg rm rr n t iu. a ky tur tdigt i n mpi n wt t rr mn r tr nd

ting. ovr t ur vrl ditin, wid rng iu

will b vrd, tt tr rm dirnt r ling will

nd tpi prtiulr rlvn t tir nd.

This Research Digest is available in a PDF

version on the Victorian Institute o Teaching

website at: http://www.vit.vic.edu.au/

Behaviour

Managing Classroom
http://www.vit.vic.edu.au/http://www.vit.vic.edu.au/


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2

appr t bviur

mngmnt in l v,

t lrg xtnt, rftd

gnrl itl ng. an

vrviw t itry

bviur mngmnt in

lrm tr rng

ppr, tn ngtiv,

rm rprl punimnt

nd dun p, t t

wrk t bviurl

trit t twntit

ntury. T wrk t

trit till infun mu

ntmprry tinking.

a mjr gnrl trnd

pprnt tdy in t ld

bviur mngmnt

tudi i n mpi n

t vidn riv

tyl bviur

mngmnt. T dptin

nn-riv mngmnt

tyl d nt mn tt

t tr i n lngr

in rg. Trugut

t litrtur, tr i

lr ditintin drwnbtwn utritrin nd

utrittiv lrm

mngmnt tyl, wit t

lttr bing mr tiv

in imprvd il nd

dmi utm r

tudnt.

Ti ditin t Rr

Digt drw n rnt

rr vidn t nwrqutin u :

hw imprtnt i

bviur mngmnt

in tiv ting nd

lrning?

hw d w dn gd

bviur mngmnt?

D gd bviur

mngmnt ld t

imprvd lrning

utm r tudnt?

D lrm bviur

mngmnt nd t b

prt wl l

bviur mngmnt

pln?

Wt i t rl t

l ldrip?

Wt wrk nd wt

dnt wrk?

I bviur mngmntn iu tt t t

rtntin tr in

t prin?

A clear distinction is drawn between

authoritarian and authoritative classroom

management styles, with the latter being moreeective in improving social and academic

outcomes or students.

behaviour

Managing classroom


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3

ty rgulrly xprin.

htti rr but t

impt ky infun

n t vrin in tudnt

ivmnt indit tt

it i xlln in tr

tt mk t grtt

dirn. h invtigtdt dirn btwn

xprt, mplid nd

xprind tr (htti,

2003).

sm htti nding r

prtiulrly intrting in t

ntxt lrm nd

bviur mngmnt. h

und tt xprt tr

v dpr rprnttin

but ting nd lrning

nd bu t dpr

rprnttin n b

mu mr rpniv t

tudnt. In diuing w

xprt tr [guide]

learning through classroom

interaction, dribd

how expert teachers have a

multidimensionally complex

perception o classroom

situations. In mpring

xprt tr wit

xprind nd nvi

tr, ntd tt

Expert teachers are more

eective scanners o classroom

behaviour, make greater

reerence to the language o

instruction and learning o

students, whereas experienced

teachers concentrate more onwhat the teacher is saying and

doing to the class and novices

concentrate more on student

behaviour (Hattie, 2003).

The manner used by the teacher to treat the

students, respect them as learners and people,

and demonstrate care and commitment or

them are attributes o expert teachers.

htti und tt xprt

tr wd ig rpt

r tudnt.

The manner used by the

teacher to treat the students,

respect them as learners and

people, and demonstrate care

and commitment or them are

attributes o expert teachers.

By having such respect, they

can recognize possible barriers

to learning and can seek ways

to overcome these barriers .

The picture drawn o experts is

one o involvement and caring

or the students, a willingness

to be receptive to what the

students need, not attempting

to dominate the situation

(Hattie, 2003).

In mt-nlyi mr

tn 100 tudi Mrzn,

Mrzn nd Pikting

(2003b) und tt the

quality o teacher-student

relationships is the keystone or

all other aspects o classroom

management. Ty dribd

tiv tr-tudntrltinip ving

nothing to do with the

teachers personality or even

whether the students view the

teacher as a riend. Rather, the

most eective teacher-student

relationships are characterized

by specic teacher behaviors:

exhibiting appropriate levels

o dominance; exhibiting

appropriate levels ocooperation; and being

aware o high-needs students

(Marzano & Marzano,

2003).

effective teaching

and learning

Behaviour management and

Fr mny tr nd

l ldr in t pt,

quit nd diiplind

lrm w t llmrk

tiv ting. By

ntrt, it i nw rgnid

tt bviur mngmnt

kill in tmlv r nry but nt uint

nditin r rting

n tiv lrning

nvirnmnt. T kill

r n lmnt in killd

tr rprtir

prti.

Tr i n dubt tt

wll-rdrd lrm nd

l ilitt tiv

ting nd tt gd

bviur mngmnt kill

r nry r trt prrm t r tk

imprving tudnt lrning

utm. Bviur

mngmnt i ruil

kill r bt bginning nd

xprind tr.

Rr nitntly

dmntrtd t

imprtn tr nd

t qulity tir ting

in t liv ildrn. Fr

mny yung ppl, l

my b t nly tbl nd

prditbl nvirnmnt


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4

of behaviour management

StylesAppropriate dominance has been identifedin a number of studies discussed by

Marzano and Marzano as an important

characteristic of effective teacher-student

relationships (Wubbels et al., 1999;

Wubbels & Levy, 1993).

Dminn i dnd the teachers ability to provide

clear purpose and strong guidance regarding both academics

and student behavior. Ti ntrt wit the more negative

connotation o the term dominance as orceul control or

command over others (Mrzn & Mrzn, 2003).

Mrzn nd Mrzn nt tt tr tudi indit tt

when asked about their preerences or teacher behavior,students typically express a desire or this type o teacher-student

interaction. For example, in a study that involved inter views with

more than 700 students in grades 4-7, students articulated a clear

preerence or strong teacher guidance and control rather than

more permissive types o teacher behavior (Chiu & Tulley). Teachers

can exhibit appropriate dominance by establishing clear behavior

expectations and learning goals and by exhibiting assertive

behavior (Marzano & Marzano, 2003).

Mt tr v ig nd tudnt in tir lrm

nd ll tr knw w diult it n b t bln t

nd t tudnt gint t lltiv nd t

l. Mrzn nd Mrzn nt tt school may be the only

place where the needs o many students who ace extreme

challenges are addressed. The reality o schools oten demands

that classroom teachers address these severe issues, even though

this task is not always considered a part o their regular job.

Mrzn nd Mrzn drib v tgri ig-

nd tudnt: piv, ggriv, ttntin prblm,

prtinit nd illy inpt. Ty ur tr divid t

tgry ggriv tudnt int tr ub-tgri:

til, ppitinl nd vrt. Ty und tt the most

eective classroom managers did not treat all students the

same; they tended to employ dierent strategies with dierent

types o students . In contrast, ineective classroom managers

did not appear sensitive to the diverse needs o students . an

wrn t v gnrl tgri ig-nd tudnt


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5

nd pprprit tin r n lp tr build trng

rltinip wit divr tudnt.

etiv ting nd lrning rquir mr tn n rdrly

lrm. Trynr, in rviw t litrtur, idntid v

trtgi ud by tr in lrm mngmnt:

1. riv

2. liz-ir

3. tk rintd

4. utrittiv

5. intrini (Trynr, 2002).

Trynr invtigtd t pdggil undn t v

lrm rdr trtgi drwn rm t litrtur, uing tw

ritri:

1. Ting nd lrning mut rult in t dvlpmnt r

prti dird lrning kill.

2. Ting nd lrning mut ntribut t t mintnn

r dvlpmnt tudnt mtinl wll-bing.

Ti mll tudy, ndutd in tw middl l lrm,

und tt t utrittiv nd intrini trtgi wr

pdggilly und nd t b rmmndd (Trynr, 2002).

Tw t v ppr ppr t b mr tiv

tn t tr tr: utrittiv nd intrini. Using the

authoritative strategy, the teacher manages student behavior by

enorcing a specic and reasonable set o classroom rules (Collette

& Chiapetta, 1989 as cited by Traynor, 2002).

Trynr nt tt the goal o the intrinsic strategy or classroom

order is to increase student control over himsel/hersel. rm,

air and sensitive policies are the key components in establishing

and maintaining school discipline (Gaddy & Kelly, 1984 as cited in

Traynor, 2002).

In minl ppr Lwi, Rmi, Qui nd Ktz (2005) ddrd

qutin tr lrm diiplin nd tudnt

mibviur trug tudnt prptin in tr dirnt

untri: autrli, cin nd Irl. ovr 700 tr

nd mr tn 5000 ndry tudnt wr invlvd in

ti tudy. T tudy mprd tudnt prptin t

xtnt t wi dirnt diiplin trtgi wr ud, nd

invtigtd t rltinip btwn tudnt mibviurnd lrm diiplin in ntinl tting. Vriu

trtgi wr xmind:

Punimnt

Rgnitin/rwrding

Invlvmnt in diin-mking (t xtnt t wi

tr trid t inlud tudnt in diin rlting t

diiplin)

Diuin (prvid r t vi t individul tudnt)

hinting

aggrin.

Punimnt w rnkd t mt mmnly ud trtgy

in autrli, t urt mt mmnly ud trtgy in Irl

nd t t mt mmnly ud trtgy in cin.

When middle school students were asked

to defne caring teachers, they made clear

distinctions between the characteristics oteachers who care and those who do not.


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6

The broad pattern o results indicates that teachers sampled rom

China appeared more inclusive and supportive o students voices

when it comes to classroom discipline and are less authoritarian

(punitive and aggressive) than those in Israel or Australia the

Australian classrooms are perceived as having least discussion and

recognition and most punishment. (Lewis et al., 2005)

Lwi pint ut tt ulturl tr my v m infunn t prptin.

Ti tudy rr t tw prviu publitin hymn

nd snk Dangerous Schools and What You Can Do About

Them (2000), nd Lwi Classroom Discipline and Student

Responsibility: The Students View(2001). Bt publitin

indit t ptntil ngtiv impt m lrm

mngmnt/diiplin trtgi. hymn nd snk

njtur tt:

Unnecessarily harsh and punitive disciplinary practices against

students create a climate that contributes to school violence. Thisissue is little recognized and scarcely researched (Hyman & Snook,

2000 as cited in Lewis, 2001)

Lwi 2001 publitin i rprt t prptin vr

3,500 autrlin l tudnt. Ti tudy

demonstrates empirically that in the view o these students,

their teachers are characterized by two distinct discipline styles.

The rst o these was called coercive discipline and comprised

Punishment and Aggression (yelling in anger, sarcasm, group

punishments, etc.). The second style, comprising Discussion, Hints,

Recognition, Involvement and Punishment, was called Relationship

based discipline (Lewis, 2001 as cited in Lewis et al ., 2005).

T 2001 Lwi rprt nludd tt:

Students who receive more Relationship based discipline are less

disrupted when teachers deal with their misbehavior and generally

act more responsibly in that teachers class. In contrast, the impact

o Coercive discipline appears to be more student distraction rom

work and less responsibility (Lewis, 2001 as cited in Lewis et al.,

2005).

Rrr v diud tiv prnting mdlr tr infun. Wntzl (2003) tk n lgil

prptiv t undrtnd w ring lrm

nvirnmnt i rtd nd t imprtn ntxtul

tr in tudnt bviur. Ti wrk drw n

extensive observations o parents and children (Baumrind, 1971,

1991). Baumrind concluded that our dimensions o parent-child

interactions could reliably predict childrens social, emotional, and

cognitive competence. Control refects consistent enorcement o

rules, provision o structure to childrens activities, and persistence

in gaining child compliance. Maturity demands refect expectations

to perorm up to ones potential, and demands or sel-reliance

and sel-control. Clarity o communication refects the extent to

which parents solicit childrens opinions and eelings, and use

Styles

of behaviour management

There is sometimes a eeling in schools that a

choice has to be made between concentrating

on pupil welare - responsiveness and a ocus

on learning and achievement demandingness.

Lessons drawn rom the literature on parenting

style would suggest that the best outcomes are

achieved where both are the ocus o school

policy and procedures (Scott & Dinham, 2005).


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7

reasoning to obtain compliance. Nurturance refects parental

expressions o warmth and approval as well as conscientious

protection o childrens physical and emotional well-being (Wentzel,

2003).

Wntzl idntid numbr trtil mdl dvlpd

t xplin w tr prmt pitiv tudnt bviur,

wi r quit imilr t mily ilitin mdl:

For example, Noddings (1992) suggested that our aspects o

teacher behaviour are critical or understanding the establishment

o an ethic o classroom caring: (a) modeling caring relationships

with others, (b) establishing dialogues characterized by a search or

common understanding, (c) providing conrmation to students that

their behavior is perceived and interpreted in a positive light, and

(d) providing practice and opportunities or students to care or

others. Noddings notions o dialogue and conrmation correspond

closely with Baumrinds parenting dimensions o democratic

communication styles and maturity demands (Noddings, 1992, as

cited in Wentzel, 2003).

Wntzl ntd tt wn middl l tudnt wr kd

t dn ring tr, ty md lr ditintin btwn

t rtriti tr w r nd t w d nt

(Wntzl, 1997; Wntzl, 2003):

Specically, students tend to describe car ing teachers as those who

demonstrate democratic and egalitarian communication styles

designed to elicit student participation and input, who develop

expectations or student behavior and perormance in light o

individual dierences and abilities , who model a caring attitudeand interest in their instruction and interpersonal dealings with

students, and who provide constructive rather than harsh and

critical eedback.

Subsequent work has demonstrated that students who perceive

their teachers to display high levels o these caring characteristics

also tend to pursue appropriate social and academic classroom

goals more requently than students who do not (Wentzel, 2003).

stt nd Dinm (2005) v xplrd mdl gd

ting trug wt rr wn but gd

prnting. Ty nt tt dirnt tyl prnting v

bn t ubjt xtniv rr, bginning wit

Bumrind 1991 driptin tw dimnin prnting

tyl: rpnivn nd dmndingn.

Responsiveness, also described as warmth o supportiveness,

is dened by Diana Baumrind as the extent to which parents

individually oster individuality, sel-regulation, and sel-assertion

by being attuned, supportive and acquiescent to childrens special

needs and demands (Baumrind, 1991). Parental demandingness

(also reerred to as behavioural control) reers to the claims

parents make on their children to become integrated into

the amily as a whole, by their maturity demands, supervision,

disciplinary eorts and willingness to conront the child whodisobeys (Scott & Dinham, 2005).

stt nd Dinm nt tt:

what is o interest and importance to teachers is the place o

sel-esteem in this model o outcomes. Sel-esteem is commonly

regarded as the cause o other desirable outcomes. However,

the comparison between permissive and authoritarian parents

suggests that sel-esteem is not the cause o anything, rather it is

the consequence o having warm and responsive parents and

presumably teachers (Scott & Dinham, 2005).

There is sometimes a eeling in schools that a choice has to be

made between concentrating on pupil welare - responsiveness

and a ocus on learning and achievement demandingness.

Lessons drawn rom the literature on parenting style would suggest

that the best outcomes are achieved where both are the ocus o

school policy and procedures (Scott & Dinham, 2005)


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8

Tr r mny trtil mdl nd prtil trtgi

in t r lrm bviur mngmnt. Wt

wrk nd wt dnt wrk dpnd n rng tr

inluding l ntxt nd plii, prinl llgility,

nd t kill nd trtgi individul tr. In Learning

to Discipline, Mtzgr, r xmpl, diu numbr

tniqu nd trtgi dvlpd vr mny yr ting.Mtzgr i prtiing ndry tr, -dirtr

mntring prgrm t r l nd -tr

mtd ur t hrvrd Univrity. s drib r

truggl bginning tr t ntrl r l nd

w, vn tdy, n vrrt when tired or razzled, when

I dont know the students, or when Im just tired o adolescents

(Mtzgr, 2002).

Mtzgr rll t nring prinipl ud in r rly

yr ting, bt impl nd mr mplx . s lit t

llwing impl nd mplx prinipl urvivl:

Simple Complex

1. Dnt lt. D-lt 1. ak qutin

2. Lt tudnt v 2. Giv dult dbk

3. Init n t rigt t nity 3. Rpt t rigt t wl

l.

4. Gt lp 4. ak t tudnt t d mr

5. Gt ut t limligt r t

lin r

5. Rmmbr wi rul r

imprtnt

6. Byp r lv t prnnil

prblm

sur: (Mtzgr, 2002)

Mtzgr lbrt n t prinipl. s rft,

r intn, n n t prinipl, t prinipl d-

ltin:

Dont escalate, de-escalate. Teachers, like parents, need to use a

light touch. Let go o some inractions. Whisper instead o yell. Use

humour. Change locations. Divide and conquer. Talk to students

privately. Make a tiny hand movement. Call kids by name. Smile a

lot. Listen. Listen. Listen (Metzger, 2002).

otr rrr (Brbtt, Nrn, & Bird, 2005) r

prtil pplitin l-bd rr in t r

bviur mngmnt nd drib twlv mmn

lrm mitk nd wt t d intd:

and what doesnt work

What worksCommon classroom mistakes What to do insteadMistake No. 1 Dning mibvirby w it lk

1. Dn mibvir by it

untin

Mistake No. 2 aking: Wy did yu

d tt?

2. a t bvir dirtly t

dtrmin it untin

Mistake No. 3 Wn n pprint wrking, try rdr

3. Try ntr wy

Mistake No. 4 Vilting tprinipl gd lrm rul

4. Fllw t guidlin r

lrm rul

Mistake No. 5 Trting ll

mibvir Wnt d

5. Trt m bvir cnt-

d

Mistake No. 6 Lk plnning r

trnitin tim

6. apprpritly pln r trnitin

tim

Mistake No. 7 Ignring ll r nting

t ll

7. Ignr wily

Mistake No. 8 ovru nd miu

tim ut

8. Fllw t prinipl tiv

tim-ut

Mistake No. 9 Innitntxpttin nd nqun

9. hv lr xpttin tt

r nrd nd rinrd

ntntly

Mistake No. 10 Viwing urlv

t nly lrm mngr

10. Inlud tudnt, prnt nd

tr in mngmnt rt

Mistake No. 11 Miing t link

btwn intrutin nd bvir

11. U dmi intrutin

bvir mngmnt tl

Mistake No. 12 Tking tudntbvir t prnlly

12. Tk tudnt mibvir

prinlly, nt pr nlly

sur: (Brbtt t l., 2005)

Mitk N. 11, miing t link btwn intrutin nd

bvir, u n t imprtn pprprit intrutin.

At times there is a direct link between our lessons and student

misbehavior. Perhaps our lesson is too easy or dicult, ineective,

or nonstimulating, which can lead to student misbehavior (Center,

Deitz & Kauman, 1982 as cited in Barbetta et al ., 2005).

T untr ti, Brbtt t l rmmnd uing dmi

intrutin bviur mngmnt tl:

The rst line o deense in managing student behavior is eective

instruction. Good teachers have always known this and research

supports this notion (Evertson & Harris, 1992). In 1991 Jones

ound that when teachers demystiy learning, achievement and

behavior improve dramatically (Jones, 1991). Examples o how

to demystiy learning include students establishing their learning

goals, students monitoring their own learning, involving students in

developing classroom rules and procedures, and relating lessons to

students own lives and interests (Barbetta et al., 2005).


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9

Restorative justice

practicesRestorativepractices offer

an alternative

student behaviour

management

approach.

In l, rtrtiv juti

prti ld tudnt

rpnibl t t prn

ty v rmd rtr

tn t t utriti. Wil

tudnt r untbl r

tir bviur, t u i

n rpiring t dmg ty

ud t tr mmbr

t l mmunity nd

n rtring rltinip.

Rtrtiv prti n b

wl l bviur

mngmnt ppr r

n ppr prtid by

individul tr in tir

lrm.

T pilpy rtrtiv

pr w utlind in

cl: a Jurnl r sl

cmmuniti llw:

I we were to examine our

school disciplinary systems,

most would be retributive or

adversarial. These systems ask

three basic questions:

What rules were broken?Who broke them?

How shall we punish the

breaker o the rules?

Restorative processes ask:

Whos been hurt?

What are their needs?

How can we repair the

harm?

The ocus shits to the harm,

who is responsible and how we

can work together to repair the

damage to relationships (Circle

Speak, 2002).

In Restorative Justice: The

Calm Ater the Storm, Lyn

hrrin diu rtrtiv

prti:

Restorative justice is a

philosophy and a set o

practices that embracethe right blend between a

high degree o discipline,

which encompasses clear

expectations, limits and

consequences, and a high

degree o support and

nurturance. Steinberg (2001)

suggests that this blend tends

to correlate with the best

psychological and behavioural

outcomes or children

Restorative justice programs in

schools aim to develop:

communities that value

the building o quality

relationships, coupled with

clear expectations and

limits;

restorative skills, in the way

we interact with young

people, and using teachablemoments to enhance

learning;

restorative processes that

resolve confict and repair

damaged relationships; and,

communities that are

orward-looking, optimistic

and inclusive (Harrison,

2006b).

During t lt v yr,t sydny bd nt-r-

prt wlr gny, Mrit

Yut cr, dvlpd

rtrtiv juti prgrm

in numbr autrlin

l. T gny

rmmnd wl l

ppr r mximum

impt, bd n t

llwing ix prinipl:

1. Fu n t rltinip

nd w ppl r

td.

2. Rtr dmgd

rltinip.

3. Tlk but t bviur

witut blming r

bming prnl.

4. s mitk nd

mibviur n

pprtunity r lrning.

5. apt tt mtim wnnt gt t t ultimt

trut.

6. B utur-ud nd tlk

but w t mk ting

rigt (hrrin, 2006b).

e prinipl nd it

pplitin in l tting

i utlind in trm dily

intrtin nd wl

l mmunity (tudnt,tr nd prnt)

mmitmnt t llbrtiv

prblm lving. Prinipl

1 nd 3, r intn, r

lbrtd llw:

Principle 1

In a traditional school, the

ocus is on rules and rule-

breaking, with punishment as

the primary intervention. In arestorative school, the ocus

in on relationships and how

people are aected. A common

eature in most students with


10/14

10

behavioural diculties is that

they have an underdeveloped

sense o other. There is little

appreciation that another

human being is at the receiving

end o their misbehaviour. A key

ocus o this work is to develop

in students a greater empathy

or others or what is reerred to

as relational thinking.

Principle 3

Talk about the behaviour

without blaming or being

personal. The common

responses rom students when

you scold or lecture them

are either to shut down or

wrld. In autrli ty

wr intrdud in rml

n in t 1990 in Wgg

Wgg, Nw sut Wl

wit t im kping

yung ndr wy rm

t urt nd t utdilytm. Rtrtiv juti

ld ndr untbl

r tir tin but llw

tm t rdr wrng, t

rtr rltinip nd t

b r-intgrtd int t

mmunity. T mpi i

n rpiring dmg rtr

tn puniing, ming r

ilting t ndr.

How does it work inschools?

Prdur r t

pplitin rtrtiv

juti prti r uully

tndrdid. a numbr

l v dptd wl

l rtrtiv prti

ppr. Fr xmpl, n

ndry llg mply

tiv qutin dptd

rm t Mrit Yut cr

Rtrtiv Juti Prgrm.

T r:

Wt ppnd?

hw did it ppn?

hw did yu t in ti

itutin?

react aggressively and argue

back. In either o these two

classic responses, the student

is distracted rom any sense

o other. In a restorative

conversation, the teacher is

absolutely clear about the

inappropriateness o the

behaviour and the eect

that this behaviour has on

others but this conversation

is respectul and engaging

(Harrison, 2006b).

Rtrtiv juti prti

v itrilly bn

ud in mny Indignu

mmuniti r t

Restorative justice

practices


11/14

11

W d yu tink w

td?

hw wr yu td?

Wt nd t ppn t

mk ting rigt?

I t m itutin

ppn gin, w uld

yu bv?

I, or instance, something

happens in the classroom, we

get the students to see that

their behaviour doesnt just

aect them, but it also has an

impact on the teacher and on

the learning o the whole class.

Thats one o the benets o

this approach students begin

to see how others are aected

and accept responsibility or

that (Rosanne Clough, Principal

Donremy College).

Intrduing t qutin

n lp t dvlp

mmn lngug nd

ppr t b ud in

dling wit inpprprit

bviur in vrydy l

itutin, rtr tn imply

llnging tt bviur

(autrlin Gvrnmnt

Qulity Tr Prgrmm,

2005).

on lutr v l

tblid n emtinl

Litry prjt nd ud

rtrtiv prti (Fuld,

2006). Tr invlvd in

ti prjt mmntd n

t impt t ng:

Ater several weeks o

implementing the values

content, things have changed.

At the surace level, there has

been an increased amount

o work being produced by

students, and relational slips or

being sent out o the classroom

have decreased signicantly

(Grade 5/6 teacher).

Do restorative justicepractices work in schools?

It i tn diult t

ttribut ng in l

mmuniti t prtiulr

inititiv bu t

nrily lngitudinl

ntur mu dutinl

rr. hwvr, tr

i nidrbl vidn

tt rtrtiv juti

prti n v n t

in nging l limt

nd in dirt ng, u

rdutin in t numbr

upnin nd xluin.

Pul hrny (2005), r

intn, prnt bt

quntittiv nd qulittiv

vidn rm tudy

t t rtrtivjuti prti in tr

ctli ndry llg

in sydny. ovr igtn

mnt, bntim ll

by twnty-n prnt,

dtntin ll by tirty-ur

prnt nd ut l

upnin ll by rty-

tw pr nt. Fdbk

inditd grwing upprt

in t l mmunity r

rtrtiv prti.

Individul tr uing

rtrtiv prti in

tir lrm my l

nt ng in bviur

nd lrm limt. T

Inquiry int Rtrtiv

Juti Prinipl in Yut

stting (stnding cmmitt

n edutin Trining nd

Yung Ppl, acT 2006)

it t xmpl rntly grdutd tr

Yr 2/3 l w

d undrtkn rt

rtrtiv prti trining:

In the classroomnow, it is

so much easier. I am eeling

more empowered to deal with

things (stnding cmmitt

n edutin Trining nd

Yung Ppl, acT 2006).

InManaging Students with

Challenging Behaviours, Lyn

hrrin diu vriu

d-lting intrvntin:

Many teachers assume that

a student with challenging

behaviours is best seated

close to them to maximise

supervision. This can be

counterproductive since the

authority gure close by can

escalate oppositional behaviour

(Hewitt, 1999). Some teachers

ask the student to nominate

a positive peer to sit with,

and that peer student then

indicates to the student when

they observe o-task or

escalating behaviour. When

approaching a particularly

agitated student, its best not

to do so rom the ront, which

is conrontational, but rom the

side (Harr ison, 2006a).

Rtrtiv prti n

prt tivly wit

tr ppr t

lrm mngmnt.

Wil rtrtiv prti

r bd n n grd t

prinipl nd pr,

tr bviur mngmnt

mdl nd pplitin r

in kping wit t pirit

nd pilpy t

prti.


12/14

12

Bviur mngmnt i n

iu tt t ll tr.

Rr indit tt

tr rltd t bviur

mngmnt ply rl in

t diin mny rly

rr, nd tr tr

t lv t prin.Iu rltd t bviur

mngmnt r prtiulrly

imprtnt in t rt yr

tr rr. T

dily xprin nd rlity

t lrm my b

quit dirnt rm t

xpttin bginning

tr.

a rnt MceeTYa

(Minitril cunil r

edutin, emplymnt

Trining nd Yut air)

rprt ud n tr

in tir rt tn yr

mplymnt in gvrnmnt,

ctli nd indpndnt

l in ur autrlin

tt. T utr t

rprt, skilbk nd cnnll

(2004), diu t vrity

ttrtin t ting

rr:

Consistently, the most ullling

aspects o teaching are

the learning achievements

o students, down to single

individuals, or whom teachershave responsibility the light

o understanding coming into

students eyes; new, more

socially responsible patterns

o behaviour demonstrated

and so on (Skilbeck & Connell,

2004).

hwvr, t m rpr t

l nt m t mjr

diulti nd rutrtin

ting rr :

Common to most teachers in

their early years are workload

and classroom management

challenges, oten presented as

severe. While workload issues

includes the sheer amount o

time and eort required or

lesson planning, preparation,

evaluation and documentation,

it also includes coming to

terms with and learning to

handle the variety o emotional

and social support roles or

students, which have become

an increasing expectation o

teachers over recent years, and

teachers broader participationin school lie New teachers

requently expressed

uncertainty over classroom

management skills, particularly

in relation to meeting the

widely varied individual learning

needs o students in the

inclusive classroom (Skilbeck &

Connell, 2004).

Rr wn lrly

tt prinl llgility

nd dprivtitin

prti r mjr tr

in tiv ting nd

lrning. etiv nd

upprtiv ldrip i

mjr prt ti pitur.

a wl l ppr

t bviur mngmnt

will b mr tiv tn

Behaviour management:

teacherstr wrking in iltinnd witut llgil upprt.While challenging behaviours

amongst students - notably

uncooperative and abusive

behaviour rom students as

young as in the rst years o

primary school were talked

about by most teachers , it

appeared to be much less o a

problem or teachers in those

schools where a consistent,

school-wide behaviour

programme operated, and

teachers elt they had support

rom both colleagues and

school management (Skilbeck

& Connell, 2004).

Wil it i dirbl r

lrm bviur

mngmnt t b prt

wl l bviur

mngmnt pln, tr i

mu tt tr n d

individully witin tir wn

lrm t rt n

pprprit tmpr t

rry ut tir r tk.

an issue that affects all


13/14

13

Tr i n n-iz-t-ll lutin t rmv prblm

rltd t bviur mngmnt rm lrm. Dirnt

ppr wrk in dirnt itutin. N bviur

mngmnt pln will wrk wit ll ildrn ll t tim.

hwvr, n ppr tt wrk mt t tim, r mt

tr, will imprv t lrning limt ny l.

Wtvr t pln r ppr, t mpi trugut

t rr litrtur i n building pitiv rltinip

wit tudnt nd n dpting utrittiv ppd t

utritrin ting tyl.

him Gintt (1922-1973) w linil pylgit, ild

trpit nd prnt dutr w wrkd wit ildrn,

prnt nd tr. hi wrk ud n mbintin

mpin nd bundry tting. In 1972, Gintt dribd

t lrm tr pitin in trm tir imprtn

nd infun in t liv ildrn:

Ive come to the rightening conclusion that I am the decisive

element in the classroom. Its my personal approach that creates

the climate. Its my daily mood that makes the weather. As a

teacher, I possess a tremendous power to make a childs lie

miserable or joyous. I can be a tool o torture or an instrument o

inspiration. I can humiliate or humour, hurt or heal . In all situations,

it is my response that decides whether a crisis will be escalated

or de-escalated and a child humanized or de-humanized (Ginott,

1972).

UseFUL WeBsITeshttp://www.education-world.com

Ti wbit vr rng dutinl iu,

inluding ppr t bviur mngmnt. T

it i undd by rprt dvrtir nd i r r

ll viitr.

http://www.teachernet.gov.uk/wholeschool/behaviour/

T UK Gvrnmnt Trnt prvid m uul

rur nd link t tr intrting it.

How to cite this Digest:Wilkinn, J. & Mir, M. (2007). Mnging tudnt

bviur in t lrm, Research Digest, 2008(2).

Rtrivd Mnt DD, YeaR, rm

ttp://www.vit.vi.du.u/

comment
http://www.education-world.com/http://www.teachernet.gov.uk/wholeschool/behaviour/http://www.vit.vic.edu.au/http://www.vit.vic.edu.au/http://www.teachernet.gov.uk/wholeschool/behaviour/http://www.education-world.com/


14/14

14

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book or parents and teachers . Nw

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hrny, P. (2005). Rtrtiv Juti.

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Jn, V. (1991). exprind tr

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Contemporary Issues. Mw, Nw

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ReFeReNces

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Research or the

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o Teaching
http://www.acer.edu.au/documents/RC2003_Hattie_TeachersMakeADifference.pdfhttp://www.acer.edu.au/documents/RC2003_Hattie_TeachersMakeADifference.pdfhttp://www.acer.edu.au/documents/RC2003_Hattie_TeachersMakeADifference.pdfhttp://ctdownsyndrome.org/images/stories/newsletters/newsletter_fall_2006.pdfhttp://ctdownsyndrome.org/images/stories/newsletters/newsletter_fall_2006.pdfhttp://ctdownsyndrome.org/images/stories/newsletters/newsletter_fall_2006.pdfhttp://www.latrobe.edu.au/education/downloads/papers/RLewis_ClassroomDiscipline_AustraliaChinaIsrael.pdfhttp://www.latrobe.edu.au/education/downloads/papers/RLewis_ClassroomDiscipline_AustraliaChinaIsrael.pdfhttp://www.latrobe.edu.au/education/downloads/papers/RLewis_ClassroomDiscipline_AustraliaChinaIsrael.pdfhttp://www.latrobe.edu.au/education/downloads/papers/RLewis_ClassroomDiscipline_AustraliaChinaIsrael.pdfhttp://bonfire.learnnc.org/ncmtec1/DPI_NCsite/Lessons%20files/Key%20to%20Classroom%20Management.pdfhttp://bonfire.learnnc.org/ncmtec1/DPI_NCsite/Lessons%20files/Key%20to%20Classroom%20Management.pdfhttp://bonfire.learnnc.org/ncmtec1/DPI_NCsite/Lessons%20files/Key%20to%20Classroom%20Management.pdfhttp://bonfire.learnnc.org/ncmtec1/DPI_NCsite/Lessons%20files/Key%20to%20Classroom%20Management.pdfhttp://www.pdkintl.org/kappan/k0209met.htmhttp://www.pdkintl.org/kappan/k0209met.htmhttp://www.mceetya.edu.au/verve/_resources/teachersforthefuture_file.pdfhttp://www.mceetya.edu.au/verve/_resources/teachersforthefuture_file.pdfhttp://www.mceetya.edu.au/verve/_resources/teachersforthefuture_file.pdfhttp://www.parliament.act.gov.au/downloads/reports/03RJInterimReport.pdfhttp://www.parliament.act.gov.au/downloads/reports/03RJInterimReport.pdfhttp://www.parliament.act.gov.au/downloads/reports/03RJInterimReport.pdfhttp://findarticles.com/p/articles/mi_qa3673/is_200204/ai_n9033761/http://findarticles.com/p/articles/mi_qa3673/is_200204/ai_n9033761/http://findarticles.com/p/articles/mi_qa3673/is_200204/ai_n9033761/http://findarticles.com/p/articles/mi_m0NQM/is_4_42/ai_111506829http://findarticles.com/p/articles/mi_m0NQM/is_4_42/ai_111506829http://findarticles.com/p/articles/mi_m0NQM/is_4_42/ai_111506829http://findarticles.com/p/articles/mi_m0NQM/is_4_42/ai_111506829http://findarticles.com/p/articles/mi_qa3673/is_200204/ai_n9033761/http://findarticles.com/p/articles/mi_qa3673/is_200204/ai_n9033761/http://www.parliament.act.gov.au/downloads/reports/03RJInterimReport.pdfhttp://www.parliament.act.gov.au/downloads/reports/03RJInterimReport.pdfhttp://www.parliament.act.gov.au/downloads/reports/03RJInterimReport.pdfhttp://www.mceetya.edu.au/verve/_resources/teachersforthefuture_file.pdfhttp://www.mceetya.edu.au/verve/_resources/teachersforthefuture_file.pdfhttp://www.mceetya.edu.au/verve/_resources/teachersforthefuture_file.pdfhttp://www.pdkintl.org/kappan/k0209met.htmhttp://www.pdkintl.org/kappan/k0209met.htmhttp://bonfire.learnnc.org/ncmtec1/DPI_NCsite/Lessons%20files/Key%20to%20Classroom%20Management.pdfhttp://bonfire.learnnc.org/ncmtec1/DPI_NCsite/Lessons%20files/Key%20to%20Classroom%20Management.pdfhttp://bonfire.learnnc.org/ncmtec1/DPI_NCsite/Lessons%20files/Key%20to%20Classroom%20Management.pdfhttp://bonfire.learnnc.org/ncmtec1/DPI_NCsite/Lessons%20files/Key%20to%20Classroom%20Management.pdfhttp://www.latrobe.edu.au/education/downloads/papers/RLewis_ClassroomDiscipline_AustraliaChinaIsrael.pdfhttp://www.latrobe.edu.au/education/downloads/papers/RLewis_ClassroomDiscipline_AustraliaChinaIsrael.pdfhttp://www.latrobe.edu.au/education/downloads/papers/RLewis_ClassroomDiscipline_AustraliaChinaIsrael.pdfhttp://www.latrobe.edu.au/education/downloads/papers/RLewis_ClassroomDiscipline_AustraliaChinaIsrael.pdfhttp://ctdownsyndrome.org/images/stories/newsletters/newsletter_fall_2006.pdfhttp://ctdownsyndrome.org/images/stories/newsletters/newsletter_fall_2006.pdfhttp://ctdownsyndrome.org/images/stories/newsletters/newsletter_fall_2006.pdfhttp://www.acer.edu.au/documents/RC2003_Hattie_TeachersMakeADifference.pdfhttp://www.acer.edu.au/documents/RC2003_Hattie_TeachersMakeADifference.pdfhttp://www.acer.edu.au/documents/RC2003_Hattie_TeachersMakeADifference.pdf

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