CHAPTER 12 MANAGING BCRAVIGLY ANE ramples of a logical consequence include. guedenits who Forget to bring required materials to a class and as a result miss out on an activity audents who draw on a wall and then have to clean their marks off the wall ithe non-interventionist teacher on-interventionist teachers allow the process of development w occur naturally: The rk of William Glasser (1992) and Wilhar CBilt) Rogers (1998) represents a model of fasscoom management and discipline in which power is shared more equally between jacher and students than in the interventionist and interactive approaches just discussed lows crores ih greater weight on students’ roles and responsibilities. A more extreme example of a seme joo-interventionist model can be found in the form of Summerhill, A. $. Neil's school (see ‘ jox 6.6, on page 180) William Glasser, a psychiatrist known for ‘reality therapy’ (Glasser, 1905) and ‘control aeons’ (1969, 1992), became interested in behaviour mayagement in classrooms 3s a Tlesult of his work with young delinquent girls in a resitehtial institution in California ‘Gordon, Arthur, & Butterfield, 1996) (see Box 12.7). His educational ideas described in Schools without failure (Glasser, 1969} are a blend of humanist and behavioural prin- iples. The focus is on teachers helping students to become more responsible for their wun behavion, leading to students’ increased soci acceptance and enhanced status among peers ASC IT HL GLASSES w (1925-) was born Cleveland, FIGURE 12.7 Ohio, He gained an MA in Chnica! Psychology in Giasser's ideas , Psychiatry in 1953 and subsequently have significantly influenced iéas worked as @ psychiatrist in private practice, lec- “about classeoorn turing widely on his ideas, His most snfiuential mnanagement and publications include Reality therapy (Glasse:, 1965), dscipine 2 in which he rejected Freudian psychoanalysis for Austraka and Now Zealand. more behaviourist approach to correcting behav- ioural problems, and Control theory in the classroom (Glasser, 1986), an extension of his ideas on reality therapy but more concerned with pre venting rather than correcting discipline problems. A tater book, The quality schoo! (Giasser, 1992), reflects the influence of industrial-management expert W. Edwards Denning’s (1982) ideas on Denning’s ideas, which involved introducing demo- tasks over which they have no control. considered to have contributed significantly to the among educator environment is more effective, in terms of o: comes, than @ hierarchical systom with teachers in Regers (1989, 1998) Glasser’s thinking about managing schools. control and students given apparently means cratic practices to Japanese factories, are Glasser’s ideas have been highly influ: in Australia and New Zeaierid. in success of Japanese industry after World War Il, 1989, the William Glasser Institute was established Glasser (1992) suggested that there were many sim- in Australia, an extension of a similar Institute in ilarities between traditional factory management’ California. The influence of Glasser’s approach to practices and the way schools and classrooms werd “choo! discipline can be found in management and managed, acguing that a democratic mode! that discipline policies in Australian and New Z: values students and provides a supportive work schools (for example, see Balmain High School 2003) and in the teaching and publications of Bill land388 MODULE IV EDUCATIONAL PSYCHOLOGY IN THE INCLUSIVE CLASSROOM Bill Rogers (1998) sees discipline as a teacher-directed activity that Secks t0Tead, guide direct, manage. er confront a student about behaviour that disrupts the rights of others, by they teachers or students’ (Rogers, 1996, p. 11. Here, the focus is on causes of behaviour difficulties and the teacher’ responsibility to guide students towards enhanced self-contra} self-esteem and personal accountability for their own behaviour. . Glasser and Bogers have hoth argued chac students misbehave because schools fail 4g fulfil their basie needs. ‘These needs, clearly reflecting elements of Maslow’ hierarchy of needs (see Chapter 6), include: # belonging ~ security, comfort and group membership @ paver ~ importance, status and being taken into account by others «# freedom ~ being free from the control of others, being able to choose, being self directed and having responsibility for one’s own actions @ fun — having satisfying and enjoyable experiences In helping children to meet these needs, teachers should be caring, They should help children develop friendships, give them tags that enhance their status in the group, and allow choices thar encourage self-direction and responsibility, At the same time, learning should be fun (Rogers, 1998). Teachers as leaders Glasser (1992) argued that teachers need to become ‘lead-managers’, not ‘boss-managers To achieve this change, schools should provide the necessary tools (curriculum and resources) and atmosphere (nop-coerch and Cooperative). The way in which curriculum material is presented should emphasise quality schoolwork, with skills developed rather than facts learned, and achievement tests should be replaced by student self-evaluation. When disruptive behaviour occurs, Glasser proposed that teachers should try to stop the misbehaviour through use of reality therapy techniques (see Box 12.8). This approach is based on the belief that, to feel worthwhile, students must maintain a satisfactory stan- dard of behaviour. The emphasis is on intrinsic motivation, cooperative learning strategies and, for students, the recognition of class and school rules and their own rights and responsibilities. Reality therapy techniques © encourage students to evaluate their mishehav- Gordan, et al. (1996) suggested that to implement —_iour and its consequences reality therapy in a classroom, teachers need to: —@ assist students to make and stick to a plan to © first get to know students eliminate the problem behaviour © provide students with experiences that are mean @ avoid punishment or criticism ingful and that satisly the basic needs # meet with students and give them en opportunity © heip students identify their inappropriate 10 evaluate their schaol experiences and make behaviour any necessary changes, Rules, rights and responsibilities A major focus of Rogers's ideas is on the fundamental place of rules, rights and responsi- hilities i the operation of classroom communities, While the curriculum is a critical element in classroom management and discipline, teachers’ primary goal is 10 develop sell- control and self-discipline in students through the establishment of fair rules, coupled with understanding of personal rights and responsibilities within the framework of these rulesCHAPTER 12 MANALING BEHAVIOUR AND iin a school year, teachers need to discuss with students the fundamental rights that ople in the school should expect, these beng, ge night co feel sale he right to be teated with dignity and respect she right learn and teach ard rights. Individual sesponsi- gales are the other side of rughts. and function 1 sal jpg for actions at school and in the chassrenm ensures that rules respected. When misbehaviour oceurs, Rogers (1998 sungeste move from least to most incrusive, depending an the seriousness of the distuption and fe degree to which athers’ basic nights are being infringed are followed and rights teachers use strategies trengths and limitations of classroom-management models wengths and limitations of the interventionist model rihe intenentionist model of teaching described by Janes (1987), classtoom management Jovolves, att the class level, Jinmet setting and responsibility trainfhg. At the schoal level, effec- jye backup systenis are required. Tn addition, teachers need to establish a well-organised Lssroom structure that incorporates clear cules and efficient arrangement of available Jrece. The main strength of Jones's approach is in the detail of the procedures he identified he main weakness, for some edu- [> maximising classroom management and organisation tors, is in the high fevel of control retained by the teacher, which mav he intimidating for padents and may lead ty violent student resetions .Felwards, 1997 Strengths and limitations of the interactionist model Une of the main strengths of the neo Adlerian approach descriised by Dreikurs (1968) and focus on students understanding why shey behave as they do and the con: alson ($992) is its fequences of their behaviour The interactionist approach tends to encosirage a high dey sixient autonomy. as well as respect between teachers sind students (Edwards, L997), One of he main weaknesses of this approach is that teachers olen have difficulty recognising the navies that underlie stadent beliaviou, Moreover, itis prohubly too simplistic to explain sts fous basic goals, and teachers snes have difficulty in idensifying and ible consequences for inappropriate behaviour, ree of dent behaviour an rons aplementing easily understood and acce Strengths and limitations of the non-interventionist model The strength of the non-interventionist position presented by Glasser 1992" and Rogers esponsibility 1 gives to students, allowing them to 1998) is in the degree of autonomy and ce the vonsequences of their behaviour and to determine possible solutions ‘Gordon et al. have in giving students increased 1996). Weaknesses concern the difficulties teachers m: autonomy and responsibility without at the sanie time feeling threatened by: loss of eontrol ‘ear be diffiew 7s to help students «hr do nat wish to cooperate in this .pproach, Solang discipline problems Uiraugh chiss miestings can also be very time-con too, for teach suming (Edwards, 1997). Box 124 over the page lists some points abuut different vlussroom-manugement models hat educators need to consider when pkinning classrooms. management strategies CRITICAL REFLECTIONS ement stytes discussed ure you mest Lamiliar with from ye a Wack of the three mw experiences as a stitdentt and as teacher? Whoch classtoomrun aoe ais tsa hee? Whe Assrcoms 389 I management and dtscptneB90) MODULE IV eOU CATIONAL PaYCHOLOGY IN THE INCLUSIVE CLASSROOM Models of classroom management ine in an interactionist model, students need te strategy planning understend the consequences of thelt buhavip.. Wher planning classroom r and as well have a high degree of autonomy educators need to be aware that responsituility, @ In an interventionist mode!, affective classroom © In @ non-interee anagement stiategies ang tionist model, students pees management strategies inclucie limit-setting, opportunities 19 make choices. This mode: responsibility training and @ wei-organised class encourages self-direction and responsibifty ig room structure that includes clear rules and students, and includes students recognising ciass efficient use of available space, with backup sup- rules and their own rights and responsibilities port available at the school level * em 42.7 Linking preferred guernmes Managing conflictaand problem behaviour phitosophy Most classroom disruphons that teachers face are minor, conceming student inattention, excessive talking, unecessary movements and so on, However, teachers are alse required ak times te handle nyore challenging behaviours in their students. Examples of stiels hehav iours include bullving and harassment, alcohol and drug abuse. vislence, stealing. traanes raisin, sexisini and prejudice. Interventions designed to assist in mangging such prubless rein many eases primarily concerned with developing mare effective prosocial behavion: < for successful conflict resolution. Pxamples of the types of and also the skills reqs strategies that have beon developed for school use include anger management, ase titining conflict rebutaan and pece mediation Reness Bullying Bullying is aoe typeof problem behaviour that teachers often have to manage in a chess noon. This a pariculurly vicious form of aggressive behaviour and iy present some ete in all schools, The problem of bullying in schools has been reported in. Seandins (Ohceus, 1978), Japan (Morita, 1996) and Europe (Smith & Morita, 1999) and is 20» recognised as an mternational problem for teachers and students in schools (Smith, Mors. JungerTas, Obveus. Catalano, & Slee, 1999), Bullying is an abuse of power that takes the ey ne asson form of ongoing aggression involving words or actions by individuals or groups and directed mourgucdsor eters, tardy particukir victims who are unable to defend themselves (Eisenberg, 1998: Smith & by indivduals & groups Morita, 1999). Bullies take advantage of situations where they can victimise others whe may coer oe be physically smatler, younger, jess strong, outnumbered ur simply unable 10 defend thei are unabie 12, selves, Rubin, Buhowshi & Parker 1998, p, 639) identitied several defining characters ‘ypicalls, they have themseties, ot bullies. @ strong tendencies towards aggressive behaviour @ relatively weak control over their aggressive impulses @ relatively high tolerance for aggressive behaviour Bullying can wake plice ip any situation that involves a power relationship. It is a partic alae problem in hierarchically organised institutions such as schools. Since attendance ot schoo! is now compulsory in must countries, and many vars are spent at school, must chil dren are dikely to be invelved in bullying at some time during their school vears, wheth ctim or ontooker, perpetr.CHAPTER 12 MANAGING REHAVIOUR AND CLASSROOMS 394 incidence of bullying ggbY and Slee (1999, p, 326) reported data from an Australian study (Bipby. 1997) crac sted a8 Many as one child in six or seven (20% of boys and 16% of girls) are bullied fast once aweek, Another Austradian study (Parada, Marsh, & Yeung, £299) found that pio 10° af Students reported being an active bully, Teachers and parents in a Western jysttafian study (Zubrick et al. 1997) claimed that one child in nine 1117? had been bul je during the previous 6 months, with the incidence highest smong L0- to T [-year-oldls xd among boys rather than girls, Canadian data (see. for example. Bentley & Li, 1995. paravtes, Catalano, & Hawkins, 1999) are sirnitar ty chose reparted in other countties. Ho: ample, Bentley and Li found that 215% of B= to | 2-rearekls were bullivd while 12% but ied other children, Very high rates of bullying have been reported in New Zealand (Lind e Afaxwell, 1996, Sullivan, £999), and bullying, jaclasions ~ has been identified as a factor associated with poor achievemenc of at-risk jgudents in that country (NZ Ministry of Education, 2001a). Whitney and Smith (1993) jeported that 27% of primary school students in England and Wales claim to have been juillied at least sometines and an additional 10% have Meen bullied once a wSek or together with truancy, suspensions and gore often Gender and age are strongly associated with reported incidents of bullying (see tables 124. 12.5 and 12.6 in Box 12.10 below, Rates are generally higher among children aged awund 8 t0 9 years, increasing in the first vear of secondary sehool fer boys and then asing steadily in the Inter secondary soars, bur girls. bullving occurs most frequently at years of age, decreasing steadily after that. Students from minority group back- deere sound § wounds and those with disabilities are particularly vulnerable to bullying ‘Smith, Sharp. & Conte, 1994 Whitney, Smith. & Thompson, 1994) mon- te Bullying in schools Finding cut how much bullying occurs in s can be difficult. Rigby (1996) reports that the Pee similar in content. The PRO's validity is ¢ vols strated in the close agreement among answe: questions that ask students to norm, te others Relations Questionnaite (PRO) Rigby & Slee, 1995), has been used in a number of studies to obtain information from students about bullying at school {see Rigby & Slee, 1999). The questionnaire is anonymous (no names are given) and is adminis tered in a group situation, Rigby (1996) reports that the PRQ's reliability is demonstrated by the consis» tency of students’ answers to questions that are BPS RSR Pee Forms of bullying experienced ‘often’ are bullies or the victims of bullies, and self-reports shout the experience of pullying or being bullied, {Righy, 1996, p. 32) Tables 12.4, 125 and 126 give examples from data derived through administering the PRO in 1993, and 1994 to over 6000 male and 2500 fernale stu- dents atiendng 16 schools ia South Australia Victoria, New South Wales and Queensland Boing seoatoned with hare Percentages Reported experience Boys Gels Being called hurtful names 326 1S Being teased in an unpleasant manner ne wo Being ef our of things on purpose 88 38 Bosng itor kched 3g 78 94 a2 Snueces Rigdy st0¥8, Table 1B92 MODULE IV FOUEATIONAL PS¥EHOLOGY IN THE INCLUSIVE CLASSROOM Incidence of reported victimisation among school children TABLE 43 Percentages. Boys Girls \ Every day “48 09 Most days 4s 38 Once or twice 3 week 6B 52 Once a werk 81 at tess thancnes a week 292 26 Hever 54 O14 Source: Righy and Slee (1995; reproduced i igh. 1946, Table 22, « eas ETABLE 2. mae Reported bullies Always ‘Always ” Sometimes a boy, boy agisl sometimes a girl Boys reptng being victimised sa0 39 mm Gits reporting being victimised zat 248 std Source: Rigby (1996, Table 25 4 What trends can you identify from tables 12.4, 12.5 and 12.6 in relation to the gender of students who are victims of bullying? 2 What forms of bullying do boys experience most often? What about girls? Can you explain any differences? What is the relationship of gender to being a bully and to being bullied? 3 What methods might someone use t0 collect information about the incidence of bullying in schools? What might be the strengths and limitations of these methods? 4 How might information like that in tables 12.4, 12.5 and 12.6 be used by educators in plan- ning an anti-bullying program for a school? 5 Think about a classroom, scout group, soccer team, eherschool-care group oF any other group of children you are familiar with. Are you aware of any form of bullying or victimisation within this group? What procedures might you use to find out if any form of victimisation and bullying was occurring in the group? Forms of bullying I is generally agreed that bullying can take many forms tsee Table 12.4}, These include: © verbal forms, such as ridicule and sexual harassment that involves name calling © psychological farms, such as being isolated or subject to gossip and hurtful rumours ‘© physical forms, such as being hit or physically threatened, or having property damaged or stolen. Bullying occurs as often in one-un-one situations as it dues in group encounters, with the term ‘mobbing’ used to deseribe bullying that involves groups (Porter, 20010), Most bullying occurs in the playground, particularly at the primary level, with less than hall occurring as children travel bewn cen home and school (Smith & Morita, 1999). Boys are usually seen as involved more often than girls in bullying incidents, both as aggressors and victims (Smuth & Morita, 1999) of aygression (Bjorkqvist, Lagerspewz, & Kaukiatinen, 1992; Bjorkqvist & Osterman, 199% Owens & McMullin, 1995), However, gender-based variations in aggressive behaviour @t echool may sirnply reflect ave-related differences in development. with more sophicticated. sels are tore likely to tse and experience indirect oF pss chological foCHAPTER fe ANAS. ect aggressive strategies used best by girls, who generallt mature carlier th 1996}, Whatever the form of ballyar mona these involved in such inerdents. cts of bullying dent responses to bullying viasx widely with a study by fut hall (55% of boys and 40% of girls! reporting that bullying did no nthe Gequency of bull nore likely to report that by suis and Slee (1999 finding ally worry thert ough these percentages almost halved w waweck (Rigby & Slee, 1999), Boys 4. while girs reported that it tended to make them sad. Zubrick and enlleagues (19 je tikely to nd significant mental healdy problems wher Man, Rissel, & Baur 3b). Vietims of bulls Uviay made them that students who are bullied are jh raves of absenteeism, low self-esteent ured with suidents who are not buljied (see also Varera, Meh 9; Perey, Perry & Kenned, bs, 1994, Slee, 19954, 195 La tend tw be anviows, insecure and isolated from theie ips (Obweus, 1993), Research findings on the effects of lai some researchers have yon agyression levels ace eq Iv to dl that victims are less Ii varessive (Ohweus, 1993) sets typically demensttate lle athers indicate that bully ssion thems sh levels of ag es While victims of bullying typically expe and bullies who repeatedly: victiznise « agressive adolescer been found to have high self-esteem (Olweus, 1997). Those hhully others also score high on measures of social and pl al self-concep typically overestimate their levels of social jompetence and the quality of 1 relationships with significant 999). Few students tell their teachers about bul Feder acidents ‘repurtiay wecurs more yften vt the primary level onever, girls an particula sometinyes tell parents, and nore often umetimes dead to the stuatien imprsing, nis ‘Chis cat : ; ped. Ie seers that olde I swhere younger students are ins students, particularly boys. ate less likely to inform oth arachi Slee, 1999; Wh ‘pey 8 Smith, 1993) Imerventions to reduce bullying raditionally: schools have tended to ignore bullying (Zubniek et al }. Children atv estimates of the ‘oxh to report incicems wo adults, and teachers underestimate or disbel 0 thase iis olved {see Figure 12,8). Research cited by Prevalence of bullsing and its ef Dut assis ft to resolve conflict wit Johnson and Johnson (1996) suggested that students le lance or traming in peer inedliation or conflict resolution tend to ® leave the conflict unresolved # ask an adult te help resolve the ® achieve resolinion theough ane of the prot Failure to repost butlang is often an outcome of loyalty to those who are aeeused as pet Petrators than to those who are the sictuns. who are often seen as weak, un wo prmect th es and not ta he believed. Programs to veunteract bullsing, with associated funding and resources. have aitrac mmnity attenten in the past decade, and a uber of interwention models have been developed (see. for example, Bere, 1996, Righy, 1996, 2001; Suckling § Temple. 2001 FIOURE 12.5) Bullying can invelve lias Ss How might rene to pravent this siteation occumin i } | tBy movuLeE ty ¢ ATIONAL BSYCHOLOGY UH THE INCLUSIVE €1 ASSROOM Classiomn azramgements that pruvide oppartanities for eadents work y Oaetheg of bul TING the se of na ass of g, os have alsu beew used as a meaty of ce comperative seang the incidence Cowie, Soith, Boulton and Laver 1994). reported 4 case study concer cooperative group-learning strategy Cconperative group work’, or CGW D-yearold iniddie-scheol students in an ethnically mived (Asian and Canicasian) say Mee northern fingland. ‘The studs was conducted over 2 school years, anel aimed ty ie ethnic and sactal relationships within the class (see Box 12.11. ashich is based om eg reported by teachers, together sith the results of quantita Sosa spty’ academic achievement, social expenences and attitudes wwards a S s es 2 f in Case study of a bully nen tm dog good work, mar and ase sat eo At the beginning of the project, Mak was 9 years fusing me. Ske caling me nasty names and pustnng my gM oid, tall for his age and physically it One of hishob- 2 Or they ger a piece of paper anc tearit and tell mgs sa” dies was practising karate. It seemed that he tended —_|iidt. That's what theyand cooay Vthink why wheyee ge 1o view the world as a threatening place and thought ng JUS that they are jealous. Like they got held of Mt it necessary to be ready 10 defend himselt my chair arid started pushing (| said Stop tut they “Ag A woul 0 moved yet £9 the ote de atthe Ag 9 Mark had bullied other children since he vias an first schoo! He could recall, without apparent emotion, an incident from the past when he acted essively towards Ail When it was my ball, [brought it to school. He goes, ‘Ul gop and | said, “I'll pop your brain!’ Then he popped it and ! geve him one Ipauses| he had a taoken nose. broke his nase! intersewer You broke his nos Mark He was on the floor peiare it got broken. Hust stamped on it like that interviewer You stamped on his nose? Were ye sorry afterwards? Ne fight Mare: . He admitted that he started the This patter of responding to other children with a strong counter-attack persisted throughout the first year of the project, He usually showed no remorse jos hrs owerrenctions and always seemed convinced ‘that the victim deserved all he got, even when there was no obvious provocation, Here is how Shoukat, a boy nominated by 75% of his classmates as a vietim, described his experience of being wth Mark: cable so tray couldn't push st, and then Miss moved them because they were messing about At that t Mark wt} , other children tried confronting ssive behaw specific examples af ag did not honest feedback and reacted angrily to any hint of criticism from ethers .. During the first year of the project no one, it seemed, had been able 10 chab lenge Mark than [By the anc: of the first year] Mark seemed to be @ meose abla to sival wat the wnteractians within his group and wa: Hive tonards the others. Homever, he still showed capacity ta be supportive towards others and a continuing tendency to use insults towards his peers, some of which appeared to be racist iAt the stan of the new year Mark had become subdued. He was no fonger having so many out- bursts but was complaining of being bullied himse't Tis was confirmed by pee’ narminatons towards the end of the year Mark remained acutely aware of the dominance hierarchies within the class and was unable to be* efit greatly from the potential for power-sharing ard collaboration [thar cooperative group work) can offer yy tite nd it easy to listen to” 4 certainly tess physically aggres- © Source: Cowie et al. (1994, pp. 166-170) Guim 1. Would you consider the strategy used with Mark to have been successful? 2 What further steps would be needed te avoid further inappropriate ar bullying behaviour? 3 How would you help Mark become more fully and positively integrated with his peer group?lying ts generally seen as a school-based problem rather than as something intrinsic » particular children involved. so intervention programs typically take @ school-wide ach. This is supported by the inclusion of bullying as a speeific Focus in poliey state- that promote altematice farms of ial interaction so as to avoid conflict, changing school environments to reduce bullying jase amcareness of bullying, introducing exercise jruction ant conflict resolution ‘Conflict or dispute-resolution procedures used in schools include peer conferencing or mediation Johnson & Johnsen, 1996, Van der Kley & Burn, 1993). Here, students are bf to settle their disagreements between themselves, assisted by peer mediators wha ange for the disputing parties to meet and who help in drawing up agreements or con Facts to settle the dispute. A Dutch program culled Rock andg\Vater has been used in some CHAPTER 12 MANAGING BEHAVIOUR AND CLA OMS 39 Fsustralian schools as 2002. sam mon: effective places for students and teachers CRITICAL REFLECTIONS all) # Discuss your experiences and observations with others 1 vou; The Rock and Water program Tabakoff (2002), in @ newspaper series on ‘class acts’ in schools, reported that some high schools are using the Rock and Water approach to overcome problems in bullying and aggression among stu- donts, One school explained that “Year 8 was our target group for bays because they were the ones who were most aggressive.’ Tabakoff went on to say: One popular exercise is known as Chinese boung. @ hand: tapping exercise in which one boy tries to knock another off batance using testiniques such as femting, ducking oF stepping back unexpectedly The pesser who vans is the ong who ratains balance, 50 iC 6 mpc for boys to mamitale calm and equilibrium, The rechmgue of hitting 6 96 guarantee of victory DH Lave you observed er been alfected ty bathing ar school? HL ans of reducing bullying and enhancing self-esteem (Tabakoff, « Box 12.12 below! Other approches include anger management, assertiveness jyaining and conflict resolution (Girard & Koch, 1996. Ransom, 2001, see Boy 12.13 over jhe page). An anti-violence curriculum has been proposed by Jenkin 119961, With the wider iatraductinnt of such procedures in schools. it may be possible to reduce the incidence of fullying and other aggressive and violent behaviours. arid nuke schools safer. happier and Wat Ww was at dealt sith, cm f. 12.10 vote exarples of up Boys are encouraged to view controntation in 3 rack and water way, weighing up when a co-operative or passive approach might work best. Tabakoff reported a teacher involved in imple menting the program as commenting that ‘A tot of these boys realised that being angry and macho was actually s negative, and that being calm in a crisis or a difficult situation was a lot more rewarding’ Tabakoff quoted a student who had done the program as saying: ‘It changed the way ! thought about people who thought it was fun to pick on you .. You can sit back and think, “They're only daing it {or atiention really”.' Tabakolf reported another stu dent as saying. ‘Some people at schoo! think they are the hard-cores, But if you think about it, the ones from a fight ave the strong ones.’ who can walk away Source: Adapted trom Tanaxoff (2992. p. 4) antivulting programs396 MODULE IV FOUCATIONAL PSYCHOLOGY IN THE INCLUSIVE CLASSROOM Implementing a conflict-resolution strategy An early example of training in conflict-resolution skills was implemented in a Quaker Education Unit in New York in 1972 ohnson & Johnson, 1995, p. 459). Childien were taught that the strength of a non-violent response to conflict ay in ‘justice, caring and personal integrity’ fp, 460). Similar programs have been developed to teach non-violence as 2 response to conflict through the use of conflict- resolution skilis. Examples of tasks used in such training are set out below Students given these problems are 3 4 At lunchtime, Jake and Jovy are ploying with others on a slippery-slide in the school pt ground Both boys know the schoo! tule aber, only one child being allowed on the side ate time, Jake sits at the 10p of the slide and shaye out that he is king of the castle and will not come down. Joey shouts at him, calling him 2 crude nome. The teacher on playground duty sees them fighting A parent comes to the school to see her childs teacher. The teacher thinks the child is very by behaved, The parent thinks the child con do no wrong. expected to fine! a resolution through working with > Sysecene in Grade 5 is told by her teacher to a mediator and using strategies such as exchanging OP talking and sit down. The student tells the information, explaining major concerns about the Teacher to shut up and refuses to sit down. The conflict situation, negotiating alternative actions, est ofthe class looks on in silence 6 Year 10 students are given an exercise that and problem solving Conflict situations 1 Astudent has 3 teacher who speaks English well, but with an accent, The student mimics the teacher during class 2A student with an Aboriginal background is called an "Abo! by en Anglo-Australian student during an angry exchange over the use of a computer The teacher is unsure what to do: requires cooperation and planning within a group, It also requires a group presentation to the class and is part of the assessment for that class. A student in one of the groups will not cooperate with group members. The uncoopera tive student gives a very sloppy and inadequate presentation with the cesult that the group gets a poor mark Source: Adapted from Girard and Koch (1996, p. 49). g em 1. Form groups of at least 4 people and consider the six conflict situations, For each situation, consider what the person in bold should do. One person in your group should role-play the target teacher or parent, another should take the role of the mediator, and the rest of the group should represent students or observers. Role-play each scenario and try to answer the following questions: a What is the conflict about? b Who needs to be involved in resolving the conflict? ¢ Should the confiict be dealt with through direct action or intervention? d Is negotiation or mediation appropriate? @ Would a consensus process, where agreement is sought within the group as a whole, be appropriate? (See Box 12.14 opposite.) 2 For this activity, it is a good idea to work in a small group or with a partner. The steps are as follows: @ Find a definition for ‘conflict’ that everyone in the group accepts. Note that conflict is neither positive nor negative. b Still within the group, think of some metaphors for conflict, such as ‘a clenched fist’, battle’ or ‘an onion’ (many layers). ¢ Consider ways in which conflict might be managed using the metaphors as a framework. d Decide how metaphorical solutions might be translated into practical solutions (for example, using a white flag from the battle metaphor to represent a sign of peace in one of the six scenarios).jgecetment increases, and teachers report that students use eoniliet-resolution skills spon pneously (Johnson & Johnson, 1996) In addition, there is evidence that training in conflict resolution when conducted in the context of curriculum arcas such as English literature and history can increase students’ academic achievement ‘Trsinang in skills such as pect mediation and conflict resolution has the potential to reduce the number af student conflicts occurring in school This in turn should lead ta eduction in the number of students suspended and excluded from school Limitations Limitations that have been reported regarding the efficacy of interventions such as peer mediation and conflict resolution suggest that skills studgnts learn in such training pro grams may not be maintained over time, nor may they generalise into other situations. either at school or at home, This lack of sustainment and generalisation may continue to be a factor until more is known about how conflicts develop and how students manage such con flicts, with and without others’ help. Some strategies that can be used in situations of classroom conflict are set out in Box e LZVICATIONS FORE PLICATIONS FOR E Strategies for consensus building 6 Assess options. Review interests, needs and con 1 Prepare for a meeting to reach consensus about cerns, Discuss and evaluate proposed solutions a problem. Consult group members to identify Have participants state ‘What | like about possible solutions, develop an agenda from 7 Reach an agreement. Eliminate solutions tha: among the group and prioritise these items. do not meet the criteria or are unacceptable 2 Begin the meeting. Get everyone's attention, Combine options that meet afi participants’ agree on the goals for the meeting, and explain needs. Test for agreement by restating the pro: the consensus-building process posed solution. If no agreement is reached, go 3 Define the issues and set an agenda. Have ong back to an earlier step to rework the issues person introduce the first item and the issues it When agreement is reached, restate and confirm raises. Ask for others to comment, raise addi _ agreement to the solution tional issues or reframe the issues +B implement the agreement. Review it, then iden- 4 Uncover hidden interests, Ask participants what tify and agree upon the steps that are needed to ‘elements must be present or what interests satis implement it. fied, Try to get group members to agree that they 9 Monitor implementation, Make sure all ag; will accept those elements as the criteria that a ments, implementation steps and monitoring solution must meet procedures are in writing. Design a monitoring 5 Generate options. Ask for ideas about possible procedure. solutions or options that might satisfy stated 10 Evaluate the meeting. Determine what went interests. Use brainstorming, open discussion, well and what could be done to imprave the what others have done, private thinking and trial. consensus-building process. and-error suggestions : Source: adapted from Girard andl Koch (1996, . 107)398 MODULE IV EDUCATIONAL PSYCHOLOGY IN THE INCLUSIVE CLASSROOM CRITICAL REFLECTIONS 2 Do you consider consensus building a viable alternative in managing classroom ments and conflicts? f isagreg’ In what types of situation do you think consensus building would be most useful? > Identify some of the main strengths and weaknesses of consensus building Concluding comments The classroom is a complex microcosm of society in which many new relationships are formed. Within this context, the learning process needs to be carefully planned and man, aged in order for it to be meaningful and to meet the needs of a diverse range of studente As a teacher, your task is to find a philosophical approach te classroom management and organisation that is congruent with your pefSonal values and beliefs, and that will support the development and leaming of students from different cultura? and socioeconomic backgrounds, as well as that of students with different attitudes, motivations and life expe- riences. The challenge of learning how to manage student behaviour and provide a safe and effective learning environment is one that even experienced teachers can find daunting. When the challenge is met successfully, learning becomes a satisfying and enjoyable ex. perience. Then, the classroom has an atmosphere of cooperation, balance and mutual trust, and teachers are positive and enthusiastic about their teaching @ Classroom management is concerned with the greater focus on curriculum and an arfay of planning, organisation and control of learners; classroom-based options, including suspension the learning process, including learning goals and exclusion as a last resort. . and the strategies used to reach them; anda @_ Classroom téachers need to identify their own learning space that includes a physical setting, set of beliefs about how children learn and how furniture and resources, and participants’ classrooms should be managed. * emotions, attitudes and social dynamics. © Philosophies that teachers can follow include © All teachers encounter challenges with the interventionist, interactionist and non- classroom management and discipline, and interventionist model of teaching. Each over time develop strategies for responding to’ _involves a different level of control being . these situations. Schools usually have policies exercised by the teacher over a class. that set out general guidelines for student © Bullying, involving the abuse of power, is a serious management, welfare and discipline. form of inappropriate behaviour in schools. © Most of the discipline difficulties teachers face Bullying is generally more common among in their classrooms involve minor disruptions boys, and in children aged around 8-9 years, such as unnecessary talking, inattentiveness than among those in other age groups. It and disobedience. Serious behaviours, such as physical violence, are more rare. # Procedures for handling disruptive behaviour .@ in the classroom have changed over time, from ng widespread use of corporal punishment to a conflict resolution and peer mediation.CHAPTER 12 wanac © BEHAVICIUR AND CLASSROOMS jou pares cs aie Ciera See aed (ifienscoss ar Porno J1. Identify some of the characteristics of 4 Think about a classroom you are familiar with. 1) classroom environments that influence Redesign the space, arranging the teacher's teaching and learning. What can teachers do and students’ desks and chairs, storage trol these factors’ effects on classroom cupboards and activity centres to suit your ies? teaching philosophy. Repeat this task in your Set up a debate with your tutorial group tutorial group. Are there basic elements of on the topic: ‘Disruptive and inappropriate classroom design that you all agree on? in behaviour at school is the product of a child's 7 "what ways do your plans differ? home background." 5 Identify some of the main philosophies of Ask some teachers to identify the classroom classroom management. What are the key behaviours they find most difficult and factors that distinguish these different disruptive. What strategies do they use to tgodels? In what ways are the models to. acti S RI Sr manage such behaviours? Can you identify Gifferent? the type of management philosophy each © Define ‘bullying’ and outline some of the steps teacher is using? To what extent are these that can be taken to eliminate it philosophies eclectic? : ey Cee pone Cec aad ss ei mee Creer eee eee Reser ted eure ued responsibility training een Sosa Crem ue eer ee eee hase ute’ Peer aati eerie anita ESRD Guten nA re aPeOwnt a seen nS Ie MaMa Rae ee ea Se eR Loess ACER, Pee knee ede aR Caren ea ee ‘Ashman and J. Elkins (Eds.), Educating children with special needs (3rd ed). Sydney: Prentice-Hall ote een a ten RMON eat nce cae Oe eee ae Enc! aay einai Nelson. Sd aa Tareas aN Un aU CONS etree eee aera Pte ue ee ee eet RRM) Mele eR ee ee eae ea ee aeMoDULE Iv Suckling, A., & Temple, C. (2001). Bullying: A whole school approach. Melbourne: ACER. Van der Kley, M., & Burn, W. (1993). The positive playground: How to improve schoo! discipline and enhance school tone. Christchurch, New Zealand: Van der Kley. Pere CNet nearer ea a neers Make some online visits Re ee eee Sa meen eC, eee eR eee Uae ec eR ase Balmain High School Discipline Document: State of Victoria (Department of Education and Training): Peer en Ne een eet ace Pe ee Ceara or ee aS NZ Ministry of Education: