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Troublesome Behaviour in the Classroom

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This book began as an inquiry into why some schools exclude many more
pupils than others. The results were unexpected. There was no support for the
view that big schools had more discipline problems than small schools; that
urban schools had higher exclusion rates than suburban schools; nor was there
evidence that poverty and domestic disadvantage in a school’s catchment
necessarily led to more pupils being excluded for behaviour problems. Visits
to schools gradually provided evidence that high exclusion rates were not a
simple reflection of indiscipline, but were often the unintended consequence of
taken-for-granted disciplinary procedures and teaching methods.
This book derives from the pre-service and in-service course that I have
developed and taught to teachers from nursery, infant, primary, middle and
high schools. There has been no difficulty finding common ground among this
diversity, and it has often turned out to be a benefit; indeed, some of the most
rewarding meetings were with teachers from a local authority that has long had
a policy of grouping teachers from all sectors into neighbourhood pyramids.
Others in the field have noticed this too (Hanko, 1985:145). This is not to say
that there are no differences in techniques and approaches between sectors, and
where applicable these are specified in the text. It is my firm belief, however,
that the skills of good teachers from nursery to university are more similar than
disparate. In a major American study, Evertson and Emmer (1982) found that
with primary and middle school age-groups effective procedures were broadly
similar. The differences noticed were adjustments to age, subject and type of
grouping rather than differences in ‘qualitative principles’.
This book will be particularly helpful to school colleagues who now play
a significantly larger part in preparing the next generation of teachers; some
of the work has already been used with students on a wholly school-based
training course. Each chapter is followed by a number of activities which are
an integral part of the text. One way of conducting a series of training meetings
would be for the staff-tutor to introduce each session with an outline and
explanation of the theme of each chapter and use the activities as the chief learning aid. Generally, it is best if teachers or students have some time to
consider the tasks alone before working on them in small groups and then
sharing ideas in full session.
The course owes a lot to my twenty years’ experience with troublesome
teenagers in schools and units; but most of all I have profited from the help
and friendship of teachers in schools, and colleagues and students in the
university. Listing them all here would fill more than a page, and risk
leaving some out or, worse still, including those who want nothing to do
with it. I would like to mention, from the early days, Phil Simpson, Ted
Bowskill and Gerry Vernon for the confidence they had in that aggressive
young teacher I used to be; and those recent INSET students, Shoshana
Angyalfi, Laura Detchon and Ben Rigg, who taught me as much as I taught
them. As for the rest—friends, even if you read only this far, you can be
sure you are on the list.
Finally, for this edition’s more realistic cover drawing, thanks to Maggie
McManus of City of Leeds School.

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Ketersediaan

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Informasi Detail

Judul Seri

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No. Panggil

420 MIC t

Penerbit

New York : Routledge., 1995

Deskripsi Fisik

251 hlm.; 20cm.

Bahasa

English

ISBN/ISSN

0-203-13282-3

Klasifikasi

420

Tipe Isi

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Tipe Media

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Tipe Pembawa

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Edisi

second edition

Subjek

Politik Pemerintahan

Info Detail Spesifik

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Pernyataan Tanggungjawab

Mick McManus

Versi lain/terkait

Lampiran Berkas

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