Student Behaviour

180 × 230 STUDENT BEHAVIOUR Theory and practice for teachers Second edition LOUISE PORTER ALLEN & UNWIN FINAL ART i c: ALLEN & UNWIN r: DP2\BP3529W\PRELIMS p: (02) 9438 3722 f: (02) 9438 3733 e: [email protected] 92 CHANDOS STREET ST LEONARDS NSW 2065 180 × 230 For Gerard, who continues to tolerate my actual and mental absences while I write. Copyright © Louise Porter 2000 All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system, without prior permission in writing from the publisher. First edition 1996, reprinted 1997 Second edition 2000 Allen & Unwin 9 Atchison Street, St Leonards NSW 1590 Australia Phone: (61 2) 8425 0100 Fax: (61 2) 9906 2218 E-mail: [email protected] Web: http://www.allen-unwin.com.au National Library of Australia Cataloguing-in-Publication entry: Porter, Louise, 1958– . Student behaviour: theory and practice for teachers. 2nd ed. Bibliography. Includes index. ISBN 1 86508 221 X. 1. Educational psychology. 2. Students—Psychology. 3. Behaviour modification. 4. School discipline. I. Title. 370.15 Set in 11/15 pt Goudy by DOCUPRO, Sydney Printed by McPherson’s Printing Group, Maryborough, Vic. FINAL ART ii c: ALLEN & UNWIN r: DP2\BP3529W\PRELIMS p: (02) 9438 3722 f: (02) 9438 3733 e: [email protected] 92 CHANDOS STREET ST LEONARDS NSW 2065 180 × 230 Contents Contents Contents Acknowledgments x PART ONE THE THEORIES 1 1 Introduction 3 Key points 3 Issues with language 3 Why discipline young people? 5 Which behaviours need a response? 6 How to discipline: Overview of the theories 7 Philosophical assumptions of theories of school discipline 10 Criteria for evaluating the theories 12 Ethics 16 Summary 19 Discussion questions 19 2 The limit-setting approaches 21 Key points 21 Introduction 21 Philosophical assumptions 22 Prevention of classroom problems 23 The classroom discipline plan 25 Summary 31 Case study 32 Discussion questions 34 Suggested further reading 34 iii FINAL ART iii c: ALLEN & UNWIN r: DP2\BP3529W\PRELIMS p: (02) 9438 3722 f: (02) 9438 3733 e: [email protected] 92 CHANDOS STREET ST LEONARDS NSW 2065 180 × 230 Contents 3 Applied behaviour analysis 35 Key points 35 Introduction 35 Philosophical assumptions 36 Behaviourist principles 37 Developing new behaviour 42 Increasing existing behaviour 43 Methods for reducing behaviour rates 48 Disadvantages of punishment 55 Generalisation 59 Ethical issues with ABA 60 Summary 61 Case study 62 Discussion questions 65 Suggested further reading 65 4 Cognitive-behaviourism 66 Key points 66 Introduction 66 Philosophical assumptions 67 Components of task completion 69 Generalisation 80 Clinical applications of cognitive-behavioural approaches 80 Unlearning dysfunctional thinking 81 Teacher self-management 83 Summary 87 Case study 87 Discussion questions 89 Suggested further reading 90 5 Neo-Adlerian theory 91 Key points 91 Introduction 91 Philosophical assumptions 92 Prevention of classroom behaviour problems 93 Intervention with disruptive behaviour 100 Summary 108 iv FINAL ART iv c: ALLEN & UNWIN r: DP2\BP3529W\PRELIMS p: (02) 9438 3722 f: (02) 9438 3733 e: [email protected] 92 CHANDOS STREET ST LEONARDS NSW 2065 180 × 230 Contents Case study 108 Discussion questions 110 Suggested further reading 110 6Humanism 112 Key points 112 Introduction 112 Philosophical assumptions 113 Preventive approaches 116 Intervention 121 Summary 135 Case study 136 Discussion questions 138 Suggested further reading 139 7 Choice theory 140 Key points 140 Introduction 140 Philosophical assumptions 140 Meet students’ need for power 143 Satisfy students’ need to belong 152 Immediate intervention: Solve problems 153 Summary 157 Case study 157 Discussion questions 159 Suggested further reading 160 8 Systems theory 161 Key points 161 Introduction 161 Philosophical assumptions 162 Key systemic concepts 166 Solution-oriented interventions 170 Strategic interventions 176 Collaborating with parents 182 Collaborating with other professionals 183 Steps for success 183 v FINAL ART v c: ALLEN & UNWIN r: DP2\BP3529W\PRELIMS p: (02) 9438 3722 f: (02) 9438 3733 e: [email protected] 92 CHANDOS STREET ST LEONARDS NSW 2065 180 × 230 Contents Problems that are not suited to systemic interventions 185 Summary 186 Case study 186 Discussion questions 189 Suggested further reading 189 9 Critique of the theories 190 Key points 190 Introduction 190 Effectiveness 191 Efficiency of the theories 196 Philosophical assumptions 200 Focus of intervention 203 Unique features of the theories 204 Summary 212 Discussion questions 214 Suggested further reading 214 PART TWO MOTIVATING STUDENTS 215 10 Safeguarding students 218 Key points 218 The physical environment 218 The emotional environment 220 Summary 228 Discussion questions 229 Suggested further reading 229 11 Satisfying students’ need for autonomy 230 Key points 230 Introduction 230 Authoritative teaching 231 Authoritative discipline 233 Summary 238 Discussion questions 238 Suggested further reading 239 vi FINAL ART vi c: ALLEN & UNWIN r: DP2\BP3529W\PRELIMS p: (02) 9438 3722 f: (02) 9438 3733 e: [email protected] 92 CHANDOS STREET ST LEONARDS NSW 2065 180 × 230 Contents 12 Fostering competence 240 Key points 240 Introduction 240 What is self-esteem? 240 Promote competence 241 Expand students’ self-concept 248 Promote realistic ideals 249 Summary 252 Discussion questions 252 Suggested further reading 253 13 Meeting students’ social needs 254 Key points 254 Students’ relationship needs 254 Relationships with teachers 255 Peer relationships 257 A cognitive model of social skills 263 Structured social skills teaching 268 Summary 273 Discussion questions 274 Suggested further reading 274 PART THREE BEYOND THE CLASSROOM 277 14 Collaborating with parents 279 Key points 279 Introduction 279 Rationale for parental participation 280 The evolving parent–teacher relationship 281 The goal of collaboration with parents 281 Recommended collaborative practices 285 Communicating with parents 288 Conclusion 291 Discussion questions 291 Suggested further reading 292 vii FINAL ART vii c: ALLEN & UNWIN r: DP2\BP3529W\PRELIMS p: (02) 9438 3722 f: (02) 9438 3733 e: [email protected] 92 CHANDOS STREET ST LEONARDS NSW 2065 180 × 230 Contents 15 Formulating a discipline policy 293 Key points 293 Introduction 293 Mandate 294 Philosophy 294 Personal needs 294 Educational goals 295 Theory 296 Practice 296 Evaluation of the plan 300 Constraints on discipline plans 301 Conclusion 305 Discussion questions 305 Suggested further reading 306 References 307 Index 321 Figures 1.1 The balance of power proposed by theories of student discipline 11 4.1 Exercise in the perception of task demands 69 4.2 Components of task completion 70 8.1 Systems in which to locate solutions 165 8.2 Solution-focused steps for resolving students’ behavioural difficulties 175 9.1 Cognitivists’ view of the interrelatedness of achievement, behaviour and self-esteem 198 9.2 Primary focus of intervention for each theory of student behaviour management 203 12.1 Diagram of self-esteem 241 13.1 Components of social competence 264 15.1 Policy framework for rights, rules, responsibilities and relationships 297 viii FINAL ART viii c: ALLEN & UNWIN r: DP2\BP3529W\PRELIMS p: (02) 9438 3722 f: (02) 9438 3733 e: [email protected] 92 CHANDOS STREET ST LEONARDS NSW 2065 180 × 230 Contents Tables 4.1 Characteristic dysfunctional thinking of children 83 5.1 Contrast between autocratic and democratic teaching styles 94 5.2 Goals of behaviour and their expression 101 5.3 Three clues to diagnosing the goals of misbehaviour 104 5.4 Distinctions between punishment and logical consequences 107 8.1 Assumptions of individual versus solution-focused theories 166 9.1 Philosophical assumptions of each theory of student behaviour management 200 9.2 Strengths and weaknesses of each theory of student behaviour management 213 11.1 Rights and responsibilities of students, teachers and parents 234 12.1 Translating praise into acknowledgment 248 15.1 Assumptions about academic versus behavioural mistakes 298 ix FINAL ART ix c: ALLEN & UNWIN r: DP2\BP3529W\PRELIMS p: (02) 9438 3722 f: (02) 9438 3733 e: [email protected] 92 CHANDOS STREET ST LEONARDS NSW 2065 180 × 230 Acknowledgments Acknowledgments I am grateful to Dr Colin MacMullin for his inspiration and guidance about the structure of the degree topic that formed the basis for this text and, in particular, guided my review in his specialty area of children’s social skills. I am similarly grateful, once again, to Dr Phillip Slee. He generously supplied me with comprehensive references on school bullying and guided my exploration of that literature. Finally, I thank my students whose willingness to be enthused and challenged demonstrates the power of knowledge. x FINAL ART x c: ALLEN & UNWIN r: DP2\BP3529W\PRELIMS p: (02) 9438 3722 f: (02) 9438 3733 e: [email protected] 92 CHANDOS STREET ST LEONARDS NSW 2065 180 × 230 Part One The theories FINAL ART 1 c: ALLEN & UNWIN r: DP2\BP3529W\MAIN p: (02) 9438 3722 f: (02) 9438 3733 e: [email protected] 92 CHANDOS STREET ST LEONARDS NSW 2065 180 × 230 There is an old saying that states: ‘If you want to get ahead, get a theory.’ Yet most teachers are practical people who ‘want to get on with it’ and do not want to ‘waste’ time theorising. The trouble is, ‘getting on with it’ can involve doing the same unsuccessful thing over and over—not because you are incompetent, but because the ideas (the theories) that drive your responses are not helping. Like Lewis (1997), I believe that inservice training sessions seldom result in lasting change—in part because the imperative to ‘get on with it’ means that session leaders usually propose only a loosely structured set of practices, with little theory as a rationale for their use. When you enact the resulting recommendations, you do not have a coherent series of beliefs to explain failure and to suggest what else you could do.

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