Description
Research evidence shows that managing classroom behaviours continue to cause difficulties for teachers. It is not the acts of violence or defiance that grind down teachers’ energy and enthusiasm for their work, but dealing with constant repetitions of minor misbehaviours. The prevalent explanation for disruptive behaviour is “individual deficit”, blaming and shaming the children for their inappropriate behaviour and teachers for their lack of management skills. This book aims to show that this attitude ignores recent research and is prohibiting the future. It intends to help teachers investigate children’s troublesome classroom behaviours through action research in order to take action that will lead to lasting change. Topics discussed include: theoretical underpinnings; practical examples of good teaching; teacher-child and peer-peer relationships; the role of the classroom; research in practice; a guide for teachers carrying out their own research; and identifying and building on a teacher’s strengths.
