Teaching Without Disruption: A Multilevel Model for Managing Pupil Behaviour in Primary Schools

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Far from it, the whole school framework provides the continuity, which combines with the idiosyncrasies of different teachers and phases, to construct the school's identity. Obviously, there has to be some balance between the three levels in order to minimise confusion for pupils and staff, so a monitoring and evaluation process is recommended see Figure i.

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Before proceeding to describe the contents of the chapters, the reader may welcome some orienting comments. Much advice on managing behaviour focuses on teacher-pupil relationships in the classroom and this book is no exception in that respect. However, whilst classroom relationships are central to the learning process, there are many other factors which are also influential and, I argue, essential to effective behaviour.

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No cover image. Read preview. Synopsis The issue of behaviour has, and always will be, a main dilemma facing schools. In choice theory, the most important need is love and belonging because connectedness with others is required as a basis in satisfying all other needs.

Discussion

The classroom should therefore be a needs-satisfying place for students. It has been utilized in schools across the globe and has changed the ways that teachers deliver instruction. First, Glasser identifies teachers as managers who need to work effectively if they want to successfully teach their students. The role of teachers as managers requires them to guide students in understanding that working hard and being obedient is worth it and will have a positive influence on their lives.

Teachers can achieve this through developing positive relationships with students and creating active, relevant learning experiences that enable students to demonstrate mastery and success. This allows learning to increase while diminishing disruption. There are three common characteristics of classrooms and schools that apply choice theory:. Kohn maintains that societies based on extrinsic motivation always become inefficient over time. He questions the hierarchical structures at work in mainstream education. He argues that positive enforcement only encourages students to seek out more positive enforcement, rather than truly learn.

Because of this, he argues that standards should be kept very minimal and is critical of standardized testing.

Geoff Barton

Kohn also argues that a strict curriculum and homework are counterintuitive to student needs. When it comes to classroom management, Kohn believes that most teachers rely too heavily on extrinsic motivation rather than more intrinsic factors. In general, Kohn believes that there is too much emphasis on achievement rather than the learning process.

He emphasizes that not all students learn at the same pace, and standards do not take this into account.


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In general, Kohn believes in classrooms where the student is at the center of everything. Ideally, such a classroom would feature:. Remember me on this computer. Cancel Forgot your password?

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Teaching without Disruption in the Primary School: A Model for Managing Pupil Behaviour

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  • Teaching without disruption in secondary schools : a model for managing pupil behaviour by Roland Chaplain. Teaching without disruption in secondary school : a model for managing pupil behaviour by Roland Chaplain.