Theory and practice for teachers
Behaviour management in the classroom and schoolyard is one of the most challenging aspects of teaching. Student Behaviour offers a comprehensive overview of the major theories of behaviour management in primary and secondary schools, illustrated with detailed case studies.
Porter outlines how teachers can develop a personal approach to classroom management based on a sound understanding of theory. The emphasis is on proactive approaches to discipline to assist students in achieving educational and social goals. Porter also shows how to enhance students' motivation and help students become confident and independent learners.
This third edition has been fully revised and updated to reflect the latest research, and includes new material on collaborating with parents, ethical issues, dealing with bullying and helping students to be autonomous in their learning and behaviour. Examples and references are drawn from current international research.
Student Behaviour is an essential textbook for preservice teachers and a valuable reference for more experienced teachers who want to improve their ability to cope with disruptive behaviour.
The style of writing is clear, accessible and authoritative an ideal text for all teachers in initial and post-experience training. It treats its audience as intelligent and discerning, provides a clear digest of a very wide range of published material, and allows its readers to reach their own decisions about suitable and sensitively executed approaches that are likely to be of lasting value.' - British Journal of Educational Psychology
Table of Contents
Part One: Theories of discipline
1: Influences on disciplinary practices
2: Assertive discipline
3: Applied behaviour analysis
5: Neo-Adlerian theory
7: Solution-focused approach
8: Critique of the theories
Part Two: Motivating engagement and prosocial behaviour
9: Safeguarding students: physical and emotional security
10: Satisfying students' need for autonomy: voice and choice
11: Meeting students' social needs: affiliation and connection
12: Facilitating learning: competence and confidence
Part 3: Beyond the classroom
13: Collaborating with parents and other experts to resolve school-based behavioural difficulties
14: Formulating a discipline policy
Louise Porter is a child and clinical psychologist with 25 years' experience of working with children. She is an adjunct senior lecturer in Education at Flinders University and is author of Young Children's Behaviour and Gifted Young Children, and editor of Educating Young Children with Additional Needs.