By Chris Lee
This publication presents insights into modern concerns that tell greater habit administration in faculties and gives useful suggestion for development via coverage, communications, and perform.
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Additional info for Resolving Behaviour Problems in your School: A Practical Guide for Teachers and Support Staff
Example text
Rights do not exist in isolation and as remote bland statements. They are linked to value statements made in policies and inform the rules that are devised or negotiated with pupils. Rules Schools create rules as an integral part of the behaviour policy and the means by which pupils understand school-wide boundaries and issues. They also provide a structure within which relationships can develop positively and reflect the ethos of the school. In order to be comprehensible and facilitate consistent application, rules need to be linked directly to rights, rewards and sanctions.
QXD 18/5/07 10:17 am Page 15 POLICY OUTLINES, PROCESSES AND PRINCIPLES responses when asked in the questionnaire what induced their anger. However, when asked about what they saw as senseless no single behaviour emerged but they did step beyond pupils’ behaviours and saw pedagogical matters as significant. While the majority focused on pupils’ behaviours such as ‘damage to property’, others began to see the problems defined in policy issues such as ‘if a behaviour policy is not followed up’ and ‘inconsistency with rules relating to jewellery/make up/uniform’.
Definitions of troublesome behaviour are likely to vary considerably between a special school for pupils on the autistic spectrum, an early years setting and a large secondary school. 3 Attempts to define misbehaviour are problematic and subjective as what one person sees as significant misbehaviour, others might consider as ‘trying it on’. , 1984). The emphasis on serious interference invites staff to begin to define what is serious in their school and therefore renders the definition context specific and subjective – which may not be such a bad thing!
