Understanding and Preventing Behavioural Problems in School (From Crime at School: Proceedings of a Seminar Held 2-4 June 1987 in Canberra, P 13-24, 1987, Dennis Challinger, ed. -- See NCJ-110911)

• NCJ Number: 110912
• Author(s): M Balson
• Date Published: 1987
• Length: 12 pages
• Sale Source: Australian Institute of Criminology; National Institute of Justice/
• Language: English
• Country: Australia
• Note: For microfiche, see NCJ-110911.

Annotation

This paper discusses social changes underlying discipline problems in schools, teaching methods as a factor in student misbehavior, faulty approaches to student misbehavior, how to improve teacher student relationships, how to help difficult students, and the law-breaking student.

Abstract

The change from an autocratic to a democratic society has undermined the traditional authoritarian role of the teacher in controlling student behavior. Most disciplinary problems, however, can be prevented by using mastery learning strategies which ensure successful learning for all students. Flawed approaches to student misbehavior are rooted in the failure to consult students in planning disciplinary regimes, mistaken interpretations of student behavior, and failure to focus on the student in school curricula and administration. Since improved teacher-student relationships are at the core of student behaviors, teachers must acquire an understanding of human behavior if they are to foster improved relationships with students. To help difficult students, teachers must stop trying to dominate them, must identify the student's behavioral goal, recognize that discouragement underlies all misbehavior, and encourage responsibility by allowing students to experience the consequences of their behavior. A law-breaking juvenile has lost faith in his/her ability to function usefully. This can be largely prevented through parent education about child development. 4 references.