Student Behaviour: Theory and practice for teachers

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Flinders University, Dec 1, 2006 - Education - 384 pages
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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

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If you want to give teary eyed laughter to the true experienced teacher give them this book. Purportedly helping teachers manage the behaviors of the classroom it is actually thinly veiled attempt to cram humanism down the throats of unsuspecting university students. No encouragements and no criticisms are allowed in the humanists classroom only intrinsic rewards. The three main sources of support for this theory are Porter herself, Glasser and Kohn they each have a multitude of reasons suggestions, and unbelievably funny applications in chapter 6 like 'refuse to require students to memorize facts'. They are all ivory tower ideas as none of the three has ever been a teacher of a k-12 classroom. It has poorly referenced statements of 'fact' and is hypocritical as she does not even use constructivism to convince us of constructivism. It is not objective in its treatment of other theories, using ridicule and sarcasm which is not supposed to be a humanist trait. All through she says that only the humanist can have a warm caring classroom where learning can occur. Pass me a tissue. 

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About the author (2006)

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.

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