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1|Page Karyn Hulbert 1211912 The University of Adelaide

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Student Teacher Interaction: Handbook Outline:

Introduction Preventative Discipline Supportive Discipline Corrective Discipline Bibliography

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Introduction
Student behaviour is influenced by a vast range of factors, a teachers strategies being one of them. How a teacher disciplines and manages her/ his classroom can ultimately affect the successful nature of the class. Children can achieve a state of responsible selfdetermination if the teacher uses appropriate intervention strategies1 Charles in 2002 offered three different levels of disciplinary actions for teachers to consider; they were:

1. Preventative Discipline 2. Supportive Discipline 3. Corrective Discipline

2

If you see a purple box like this one, this is a Handy Hint to remember!

It is helpful to think of three groups of interventions teachers use in discipline: (1) those that prevent misbehaviour; (2) those that support students who are wavering; and (3) those that correct misbehaviour and rechannel it in positive directions3. Ideally a teacher would use mostly preventative strategies, some supportive and very little corrective. But this is of course subject to the teacher and the students. This handbook is arranged by these strategies and it is divided into three sections. Each contains strategies and examples of how to use that discipline. The sections are colour coded, based on traffic lights; the colours represent the urgency or general use of a discipline. Preventative is green. Supportive is yellow. Corrective is red.
http://www.fpq.com.au/

Edwards, C.H., 2000, Making Decisions about Discipline in Edwards, C.H., Classroom Discipline and Management 3rd Ed., John Wiley and Sons Inc., New York City, pp. 20 2 Charles, C. M. c2002, 'Finalizing a personal system of discipline', in Charles, C. M. & Senter, Gail W., Building Classroom Discipline, 7th ed., Allyn and Bacon, Boston, pp. 236 3 Charles, C. M. c2002, 'Finalizing a personal system of discipline', in Charles, C. M. & Senter, Gail W., Building Classroom Discipline, 7th ed., Allyn and Bacon, Boston, pp. 236

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Preventative Discipline
You can prevent most misbehaviour if you treat students sensitively, provide an interesting curriculum and use a helpful teaching style 4

Organisation
Having a well organised and constructed lesson plan is the foundation for a good class. This includes knowing what the lesson covers, what you plan to achieve by the end of it and having all the necessary tools and equipment ready. These basic practices will help to ensure that the lesson gets off to a good start.
http://www.today-is-about.blogspot.com.au/

Video: Praise and Preparation In this video Amy, a teacher from Queensland uses organisation and structure as a way to manage her class. Such as her colour coded white board which outlines the entire lesson. It provides them with structure, security; they know what will happen in the lesson and what is expected of them because it is all written on the board in front of them. http://www.schoolsworld.tv/node/273

Involving students in planning

All students enjoy when they are asked for their contribution, it makes them feel valued. Whether it is about the topic for the lesson, or the next assignment, any involvement is important to them. This not only means that the students are engaged in what they are learning but this also creates a relationship of respect between the teacher and students.

Charles, C. M. c2002, 'Finalizing a personal system of discipline', in Charles, C. M. & Senter, Gail W., Building Classroom Discipline, 7th ed., Allyn and Bacon, Boston, pp. 236

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This theory was used by Alexander Sutherland Neill who opened him democratic school, Summerhill, in England. The students hold general assemblies, chaired by an elected pupil, where they explain their problems, discuss them and work out their own rules. Neills vote, like that of the other adults, had no greater weight than that of a pupil5.

Engaging curriculum
It is generally accepted that most people learn best through personally meaningful experiences that enable them to connect new knowledge to what they already understand 6. By having students use a particular computer program, watching a movie or games, can engage them in the learning at hand.

Video: Attention Seekers In a French class, half of the students are misbehaving and are not engaged in the lesson. By alternating her teaching method; making it more engaging for her students and focussing on the behaving students, the teacher is able to bring their attention back to the lesson. http://www.schoolsworld.tv/node/1044

Relating it to Your Students

This is on the same lines as engagement. Simply put it is about making the content relatable to the lives of your students. This can be done with Comparisons of their lives and anothers Using an example of a person/event/object which they are familiar with

Handy Hint!
Ask the student if they can relate the lesson to anything in their lives.

Saffage, J.F., 1994, Alexander Sutherland Neill (1883-1973) in Prospects; the Quarterly Comparative Education, UNESCO, Vol. 43, No.1/2, pp.217 6 Killen, R., 2006, Foundations for Quality teaching and Learning, in Killen, R., Effective Teaching Strategies: Lessons from research and Practice 4th Ed., Thomson Social Science Press, Melbourne, pp. 2

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Encouraging good manners/character education

Manners allow a class to run smoothly and it creates an inviting atmosphere for all who come in. Manners are also a valuable life skill and thus serve as a long time advantage to the students. This is the perfect case of a live by example, students will learn from their teachers habits and manners. This can be a part of a teachers character education for their students. Character education, which involves attempting to strengthen students character traits, is widely lauded as a means of improving individual and group behaviour7. The purpose of character education is to help students develop good habits and dispositions that lead to a responsible adulthood 8. If a class is purposeful, responsible and considerate to each other and the teacher, then learning can occur more smoothly with little misbehaviour and students learn faster and enjoy themselves9.

Meet the Students Needs/ Maslow

Maslows Hierarchy of Needs covers what a teenager requires to be happy and be able to focus on their learning. This pyramid (below) covers their needs from physiological all the way to self-actualization, where they can learn about their own identity such as their morals and understanding of the world. It begins with access to food and water and being able to sleep, the most basic human needs. Helping a student to meet their needs, at whatever level they may be on, and aiding them to reach a higher level is a requirement of teachers in contemporary society.

Charles, C., Charles, M., 2004, Improving Behaviour by Strengthening Class Character, in Charles, C., Charles, M., Classroom management for Middle Grade Teachers, Pearson, New Jersey, pp. 173 8 Charles, C., Charles, M., 2004, Improving Behaviour by Strengthening Class Character, in Charles, C., Charles, M., Classroom management for Middle Grade Teachers, Pearson, New Jersey, pp. 174 9 Charles, C., Charles, M., 2004, Improving Behaviour by Strengthening Class Character, in Charles, C., Charles, M., Classroom management for Middle Grade Teachers, Pearson, New Jersey, pp. 174

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http://commons.wikimedia.org/wiki/File:Maslow's_Hier archy_of_Needs.svg

Consistency
Being constant with the set rules and not altering them suddenly allows the classroom to have a calm atmosphere. The students arent confused with what is expected of them and they can be sure whether their behaviour is However: This does not apply to acceptable or not. This can be very helpful for students who come from stressful families, where the unknown fills them with fear and they immediately go into defensive mode. By letting them know what is going on they can feel safe and secure and thus focus on their learning.
lesson planning which in contrast should be varied and original so that students remain engaged.

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Getting to know your Students

This strategy is done over the course of several weeks but once achieved it prevents misbehaviour and misunderstandings between the student and teacher. This includes learning their interests, strengths and weaknesses and helping them when needed.

Handy Hint
Get to know the names of your students as soon as possible to help form a relationship with them. This can be done through games, nicknames or word association.

Without a doubt, the development of a positive relationship between the teacher and the student with a chronic behaviour problem is one of the most effective strategies for helping such students10

Be Original
Routine may work for some but most students would like to see something else happen in their lessons rather than the same thing every time. This covers a vast range of options, such as: Moving to a different location Playing games or learning activities Group work Guest speakers

Video: Argument Tennis Teaching master, Phil Beadle, uses the nature of friendly competition to inspire his struggling male students to debate a scene from Macbeth. He begins by having them argue in pairs, which form groups until finally it is half the class betted against the other. A speaker is selected from each side and the opponents enter the arena and debate their argument. The students respond incredibly well to this imaginative approach and seem to learn and awful lot from it. This is an original approach which brings out a boys a natural instinct to be competitive, and Beadle sits on a chair upon some tables as referee, if thats not original, what is? http://www.schoolsworld.tv/node/263
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Levin, J., Nolan, J.F., 2004, Classroom Interventions for Chronic Problems, in Levin, J., Nolan, J.F., Principles of Classroom Management: A Profession Decision-Making Model, Pearson, New Jersey, pp. 197

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Dont Talk too Much

Students will grow tired very quickly of simply listening to their teacher speaking. Bayley explains that a teenager has the ability to listen for as many minutes as they are old11. This would mean that a 15 year could listen for 15 minutes before their attention and focus starts to wonder. Thus it is crucial that teacher is able to get the information across by using different means. Such as videos, reading, activities, writing, or group work.

Video: Too Much Talk A young teacher is struggling to convey the topic to his students because he is mostly talking and they are struggling to pay attention. During the next lesson, he breaks from this and has some students speaking; he brings in other activities and helps a struggling boy to understand the content by having him repeat it several times over the lesson. http://www.schoolsworld.tv/node/271

Have a Plan B
This relates to technology within the classroom. It can on one occasion be a teachers best friend and the next it would be their worst enemy. Technology in the form of computers and interactive whiteboards does not always do what is expected of them. Thus it is good to have a backup plan in case the intended class cannot proceed. For any lesson, there could be a multitude of reasons which could prevent a teacher from presenting a lesson the way she or he had planned, so where possible, have a Plan B to fall back on.

Explain the Rules and Expectations

This follows on from the previous strategies of getting students involved in planning and the rules. Make sure that the students are all familiar with the rules of both the school and the

11

http://www.schoolsworld.tv/node/271

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classroom so that if they misbehave they can be reminded of the rules that they have chosen to abide by.

Handy Hint!
Have a list/ poster of the rules on the wall in the classroom as a visual reminder to the students

Learn to Read the Class

How a class is behaving will depend on a vast range of factors, so as they enter it can be very useful if a teacher can determine how they are acting and behaving on a particular day. The factors which could be affecting them include12 Time of day Day of the week The weather The presence or absence of certain individuals The previous lesson Incidents during the break Topic area The mood of the teacher Outside events

12

Cowley, S., 2006, Getting the Buggers to Behave, Continuum, London, pp. 37

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Supportive Discipline
Despite your best efforts, students will at times become restive and can easily slip into misbehaviour. This is the time to make use of supportive techniques, which are pleasant yet effective in keeping students engaged in their work 13

Positive Reinforcement/ Praise

There is nothing more disheartening to a student than when the teacher only acknowledges them if they are doing something wrong. This can create a tense relationship and can lead to problems later on. It is crucial that a teacher appreciate when a student is paying attention and acknowledge that. This could be through a comment well done staying on task, good work, or allowing a small treats such as leaving slightly early. This means the student feels recognised and they will strive to meet the praise again in the future.

Video: Praise and Preparation Again we visit Amy, who along with being incredibly organised is also a master at praise. Amy praises her students for their focus, work, answers, participation and even how they enter the classroom. She uses this as a tool to control the behaviour, saying she uses much less energy focussing on the positive rather than the negative. http://www.schoolsworld.tv/node/273

Establish Set Routines

This strategy combines with being consistent. The first few weeks with a new class are crucial, it is important to set up the basis for the student teacher interactions for the semester/year. Being very clear within this period will help to ensure that the class runs smoothly for the rest of the time. After this both the students and teacher can relax and settle into the learning.
13

Charles, C. M. c2002, 'Finalizing a personal system of discipline', in Charles, C. M. & Senter, Gail W., Building Classroom Discipline, 7th ed., Allyn and Bacon, Boston, pp. 236

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Showing an interest in Students

This will help a teacher to build a relationship of pedagogical trust. Asking them about their assignment or interests can help to build a good teacher-student relationship. This works in collaboration with getting to know your students; you can learn about them by showing an interest and letting them know that they are valued.
http://www.naiku.net/blog/professional-development/

Body Language
This strategy if frequently used to maintain classroom control. Teachers can use their body language to indicate to their students what the situation is. A relaxed and smiling teacher tells them things are going well, a stoic frozen teacher with folded arms indicates they are off task and should pay attention (as shown below).

http://www.thetimes.co.uk/tto/business/indus tries/publicsector/article3410805.ece http://hps.org/sciencesupport/

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Sending private Signals

This is frequently used in combination with body language. Sending the student a small message through body language can allow the lesson to flow without any verbal interruption. This can include the teacher placing a finger on their lips, indicating the wish for silence. This can also be for the entire class to emphasis the teachers request.

http://www.123rf.com/photo_68 75433_man-puts-fingers-on-lipstelling-people-to-be-silent.html

Dont stand still all the Time

Students love to sit at the back so that they can get away with talking and not doing their work. By moving around a classroom a teacher can prevent students talking through proximity (see the Proximity strategy for more). This also means that the teacher is not a statue and they can get a different view of the classroom.

Encouraging correct behaviour

While it is important to point out incorrect behaviour it is also important to recognise and acknowledge correct behaviour14. Such as when a student, or the class, is on task; take a moment to let the students know that you see them working well. This will help boost their confidence and they will strive to do better work.

14

McInerney, D.M., McInerney, V., 2002, Classroom Management and Cooperative Group Work for Effective Learning, in McInerney, D.M., McInerney, V., Educational Psychology; Constructing Learning, Prenti ce Hall, New Jersey, pp. 271

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http://tesolatrennertnyc.wordpress.com/201 1/12/14/increase-your-student-talking-timestt/

http://www.guardian.co.uk/theguardian/shortcuts+e ducation/teaching

Proximity
Proximity can be intimidating for students when their teachers stand close by.

Handy Hint

This can be either a supportive technique or a Rather than standing directly in front of a corrective technique to manage behaviour. For student, stand to the side of them. example, this could be supportive; by letting a student know that you want to help them. This feels less personally challenging and it Alternatively standing near some students who will help you engage in a discussion rather 15 are talking might encourage them to get on task . than an argument. Or this could be confronting, by standing near the student a teacher can try to emphasis their sense of authority and challenge the student and their behaviour. Video: Manage that Class In this class there is a disruptive and talkative boy named Vulcan, the teacher attempts to use proximity as a tool to get him to stop talking. The proximity of the teacher works but only for a short time. http://www.schoolsworld.tv/node/1752

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Levin, J., Nolan, J.F. 2005, What every Teacher should know about Classroom Management, in Levin, J ., Nolan, J.F., Every Teacher: Classroom Management, Pearson Education Inc., New Jersey, pp. 30

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Supportive Aids/Scaffolding
This applies to any and all students who are having difficulty with the set task, whether it be because of a learning disability or personal matters. Some classes might not require much scaffolding but others will need it to feel secure in their work and the courage to start a piece of work. Video: The Need for Structure In this video the students are attempting to do some work but many are unable to start because they are not sure of what is expected of them, they are given very little instruction. The teacher changes this later by providing a work sheet as a guide with suggestions for headings; this provides the scaffolding the students needed and thus they start working productively. http://www.schoolsworld.tv/node/272

Be Aware of the Gender Differences

This does not mean treating girls and boys differently, but rather remembering that they learn differently. Such as boys need to move around, while girls will respond more to sensing and feeling driven lessons. But both need to talk and cannot stay silent for too long.

Video: Argument Tennis As previously mentioned; Phil Beadle gets his students involved in the lesson by debating with each other, eventually having one side of the class against the other as he stands as adjudicator. Boys have a natural competitive nature against one another and Beadle uses that to his full advantage, and as shown it brings some positive results. http://www.schoolsworld.tv/node/263

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Providing Detailed Feedback

Both instantaneous and written feedback is very important to students. It can give them confidence in what they are doing and it lets them know that their teacher cares when he or she writes several comments at the end. This is a very simple, if not time consuming, strategy and one which is a necessary part of school life

http://schooladvisor.my/?p=news/157 93-students-scored-straight-as-in-spm

Skinner/ Operant Conditioning

This theory can fall under either supportive or corrective depending on the severity of the behaviour. The basis for operant conditioning is that a response that is immediately followed by a reinforcer is strengthened and is therefore more likely to occur again.

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Set Targets and Time Limits

Students love to hear clear objectives and to be given a specific target at which to aim16. This includes telling the students the aim for the lesson and setting a task with a time limit (eg. 10 mins) and telling them how much time they have left to keep them focussed. Key Points to Remember Keep target works short and specific for maximum effect Add visual prompts to aid understand eg. hold up a hand to signify 5 words Use music to help create a sense of pace and atmosphere eg. the theme to Mission Impossible Make sure rewards are offered for completion of Targets are ones which really appeal to the students

16

Cowley, S., 2006, Getting the Buggers to Behave, Continuum, London, pp. 46

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Corrective Discipline
While good discipline strategies can prevent most behaviour, your students will nevertheless break the rules at times and you must deal with the transgressions 17

Separating Misbehaving Students

It is not always a single student misbehaving, commonly it is a group or a pair of students who are talking and bouncing off each others energy. It may only take one of them to become bored, go off task and draw the other out of their work and into discussion or acting out. In this situation of the most basic and used technique by teachers in to separate the students to different parts of the classroom where they can no longer communicate.

Handy Hint
If this is a recurring problem then an option is to permanently separate the students and make sure they do so at the beginning of each lesson.

Stop and Wait

This is a classic, stopping and waiting for complete silence from the students. It asserts the authority of the teacher and lets the students know that their behaviour is not correct.

Video: Manage that Class Teacher Jenny in this class gains their attention by going silent, stopping in a position and waiting for their attention and silence. She accurately demonstrates the process of stopping and waiting for the class to pay attention (but it doesnt seem to work on Vulcan, who would require other strategies to follow to gain his attention). http://www.schoolsworld.tv/node/1752

17

Charles, C. M. c2002, 'Finalizing a personal system of discipline', in Charles, C. M. & Senter, Gail W., Building Classroom Discipline, 7th ed., Allyn and Bacon, Boston, pp. 237

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Talking about misbehaviour

This is very similar to a direct appeal which addresses the student directly about their behaviour and why is it not acceptable. This involves explaining to the student why they are not behaving incorrectly and the possible rules that they are breaking in doing so.

Calling on Student/ Name Dropping

One of the most basic and used techniques for behaviour management is name dropping/ calling out the students name. It gains their attention without embarrassment and can draw a students attention back to the task on hand. This is usually followed by a question to engage them in the learning and draw attention to the lack of focus. Calling on a student who is misbehaving is a subtle yet effective technique for recapturing the students attention without interrupting the flow of the lesson or risking confrontation with the student18. This comes from the Hierarchy of Management Intervention19 (pictured right) by Levin and Nolan, which will be referred to several times for in the corrective strategies.

18

Levin, J., Nolan, J.F. 2005, What every Teacher should know about Classroom Management, in Levin, J., Nolan, J.F., Every Teacher: Classroom Management, Pearson Education Inc., New Jersey, pp. 36 19 Levin, J., Nolan, J.F. 2005, What every Teacher should know about Classroom Management, in Levin, J., Nolan, J.F., Every Teacher: Classroom Management, Pearson Education Inc., New Jersey, pp. 36

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Positive Phrasing
Like positive reinforcement this is a habit many teachers fall out of, leaning more towards negative comments. This technique subtly points out the wrong behaviour and encourages the correct behaviour. For example; if a student is calling out the teacher can say to them you will be called on as soon as you raise your hand20. This motivates them to do so and thus instilling the correct form of behaviour for all of the students.

Reminder of set rules

This includes reminding the student of the rules and the resulting consequences if they do not follow the rules. If past transgressions have been followed by a reminder and a negative logical consequence if the misbehaviour is continued, this approach is even more effective21.

Direct appeal
Direct appeal means courteously requesting that a student stop the disruptive behaviour, such as, John, please stop calling out answers so that everyone will have a chance to answer22. This is best used when there is a mutual relationship of respect between the students and teachers.

Warning!
This is not recommended when there is a sense of doubt from the students relating to a teachers authority for it can come across as a plea.

20

Levin, J., Nolan, J.F. 2005, What every Teacher should know about Classroom Management, in Levin, J., Nolan, J.F., Every Teacher: Classroom Management, Pearson Education Inc., New Jersey, pp. 39 21 Levin, J., Nolan, J.F. 2005, What every Teacher should know about Classroom Management, in Levin, J., Nolan, J.F., Every Teacher: Classroom Management, Pearson Education Inc., New Jersey, pp. 39 22 Levin, J., Nolan, J.F. 2005, What every Teacher should know about Classroom Management, in Levin, J., Nolan, J.F., Every Teacher: Classroom Management, Pearson Education Inc., New Jersey, pp. 38

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Dreiker and Balson/ Finding the Source

4 Goals of Misbehaviour
Attracting Attention: clown, nuisance, show-off, obtrusive

Power: argues, defiant, rebels, contradicts, bullies A student starts to misbehave Revenge: steals, vicious, cruel, destructive, passive hatred because something is bothering them; they may be bored, tired, sad, Withdrawal: Idle, Im stupid, wont mix angry or scared for a vast range of reasons. Dreiker and Balson offer the theory that rather than targeting the misbehaviour; it is better to find the source of the misbehaviour and combat that instead. For example, if a student is acting out because they are bored, give them something else to do, run a little errand or alter the pace of the lesson. This should pull the student back into the learning and stop misbehaving. This is not so easy if the source of the misbehaviour is something at home or outside the school but the teacher can still offer support to the student and try to help them if they can.

Questioning awareness of Effect

Sometimes students who disrupt learning are generally not aware of the effect their behaviour has on people. This can be the result of the environment at home, culture/ religion or other classes. Whatever the reason, the student must then be informed and educated about what consequences their actions will bring. This strategy relates to the reminder of set rules, by reminding the student of the rules and what effect their behaviour will have, they become aware of the situation.

Planned Ignoring
Planned ignoring is based on the reinforcement theory that if you ignore a behaviour it will lesson and eventually disappear23. Some students who misbehave are seeking attention and will do whatever necessary to get the teacher focussed on them. In those situations with these particular students, ignoring them can be an effective strategy.
23

Levin, J., Nolan, J.F. 2005, What every Teacher should know about Classroom Management, in Levin, J., Nolan, J.F., Every Teacher: Classroom Management, Pearson Education Inc., New Jersey, pp. 29

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This strategy involves ignoring the students behaviour (assuming the behaviour is not causing harm or danger) and focussing on the good behaviour of the other students. If the misbehaving student still seeks attention they will alter their behaviour to that of the good students to gain the teachers attention.

You have a Choice

Children essentially have two choices in a classroom; either they do as the teacher asks or they accept the consequences of a refusal to comply. You have been talking all lesson despite my warnings for you to stop. So you have a choice, you can either stop talking right now or you can go sit by yourself outside the classroom and miss out on the video This is a classic example of the choice strategy, which is used after a frequent amount of misbehaviour by a student when verbal and non-verbal interventions have not led to the appropriate behaviour24.

The Ripple Effect

http://www.sodahead.com/unitedstates/teacher-addresses-students/question2551517/?link=ibaf&q=&esrc=s

This process includes giving the on task students the attention; so that the off task students will alter their actions and behaviour for the better to gain the teachers attention. Students frequently respond to the actions of their peers and the ripple effect is based on that. Students will perceive what is going on around them and alter their behaviour to suit the mood. This can be affective with attention seeking students who crave attention, and will do whatever necessary to achieve that.

24

Levin, J., Nolan, J.F. 2005, What every Teacher should know about Classroom Management, in Levin, J., Nolan, J.F., Every Teacher: Classroom Management, Pearson Education Inc., New Jersey, pp. 29

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Canters Broken Record

Canter developed a strategy for communicating to the student that the teacher will not engage in verbal banter and intends to make sure that the student resumes the appropriate behaviour. He labelled this strategy broken record because the teachers behaviour sounds like a broken record25. This is an example of how this could be used. Teacher: Jane, please be quiet. Jane: Why miss, others were talking too? Teacher: Jane, please be quiet. Jane: But I know the answer! Teacher: Jane, please be quiet. However: If the behaviour has not been altered after three repeats from the teacher then another strategy must be put into place.

Glassers Triplets
Glassers Triplets 1) What are you doing? 2) Is it against the rules? 3) What should you be doing? This strategy involves putting questions to a student in order to have them realise their mistakes, therefore it can only be used a set of rules have been firmly established in a students mind.

Disciplinary Actions
When the preliminary actions have been taken and the warnings have not been listened to, the ultimate solution is to invoke disciplinary actions and hand out a punishment. This can be done with the withdrawal room, yard duty, detention, staying behind after the lesson or having a note sent home to the parents/ guardians. This relates to the preventative strategy of consistency, being constant with your actions to all students so that no one is given special treatment. Words: 3,850
25

Levin, J., Nolan, J.F. 2005, What every Teacher should know about Classroom Management, in Levin, J., Nolan, J.F., Every Teacher: Classroom Management, Pearson Education Inc., New Jersey, pp. 41

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Bibliography
Brady, L., Sculk, A., 2005, Engagement: Inclusive Classroom Management, Pearson/ prentice Hall, New Jersey Charles, C. M. c2002, 'Finalizing a personal system of discipline', in Charles, C. M. & Senter, Gail W., Building Classroom Discipline, 7th ed., Allyn and Bacon, Boston, pp. 235-251. Charles, C., Charles, M., 2004, Improving Behaviour by Strengthening Class Character, in Charles, C., Charles, M., Classroom management for Middle Grade Teachers, Pearson, New Jersey, pp. 173-192 Cowley, S., 2006, Getting the Buggers to Behave, Continuum, London Edwards, C.H., 2000, Making Decisions about Discipline in Edwards, C.H., Classroom Discipline and Management 3rd Ed., John Wiley and Sons Inc., New York City, pp. 17-42 Killen, R., 2006, Foundations for Quality teaching and Learning, in Killen, R., Effective Teaching Strategies: Lessons from research and Practice 4th Ed., Thomson Social Science Press, Melbourne, pp. 1-44 Levin, J., Nolan, J.F., 2004, Classroom Interventions for Chronic Problems, in Levin, J., Nolan, J.F., Principles of Classroom Management: A Profession Decision-Making Model, Pearson, New Jersey, pp. 193-222 Levin, J., Nolan, J.F. 2005, What every Teacher should know about Classroom Management, in Levin, J., Nolan, J.F., Every Teacher: Classroom Management, Pearson Education Inc., New Jersey, pp. 25-43 McInerney, D.M., McInerney, V., 2002, Classroom Management and Cooperative Group Work for Effective Learning, in McInerney, D.M., McInerney, V., Educational Psychology; Constructing Learning, Prentice Hall, New Jersey, pp. 223-274 Robinson, K., 2001, Mind the Gap: The Creative Conundrum, Critical Quarterly, Vol. 43, No.1, pp. 41-45 Saffage, J.F., 1994, Alexander Sutherland Neill (1883-1973) in Prospects; the Quarterly Comparative Education, UNESCO, Vol. 43, No.1/2, pp.217-229

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Videos:
Praise and Preparation: http://www.schoolsworld.tv/node/273 Attention Seekers: http://www.schoolsworld.tv/node/1044 Argument Tennis: http://www.schoolsworld.tv/node/263 Talk too Much: http://www.schoolsworld.tv/node/271 Manage that Class: http://www.schoolsworld.tv/node/1752 The Need for Structure: http://www.schoolsworld.tv/node/272

Behavioural Management Strategies