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Class control and management

  • David Fontana
Chapter
  • 67 Downloads
Part of the Psychology for Professional Groups book series (PPG)

Abstract

Of all the professional anxieties that assail the teacher, those associated with class control often loom the largest. Children, singly or in groups, can present problems that even the most experienced teacher may find hard to handle, and there is no denying the misgivings that working with children, control of whom is slipping away from one, can bring. To make matters worse, many teachers suggest that in the final analysis all the teacher’s authority is based upon a kind of bluff. There are strict limits to the sanctions that can be brought to bear upon children, and if children test these limits and find themselves unimpressed by them, then the teacher’s bluff is called and there is little further that can be done.

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References

  1. Breakwell, G. (1989) Facing Physical Violence. London: Routledge and BPS Books (The British Psychological Society).Google Scholar
  2. Burland, R. (1984) Behaviourism in the closed community. In D. Fontana (Ed.) Behaviourism and Iearning Theory in Education. Edinburgh: Scottish Academic Press British journal of Educational Psychology Monograph Series Number 1.Google Scholar
  3. Cronk, K. (1987) Teacher—Pupil Conflict in Secondary Schools. London: Falmer Press.Google Scholar
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Additional reading

  1. Charlton, T. and David, K. (1989) Managing Misbehaviour. London: Macmillan. A good general text, with a nice practical emphosis.Google Scholar
  2. Fontana, D. (Ed.) (1984) Behaviourism and Learning Theory in Education. Edinburgh: Scottish Academic Press. Contains some highly releoant material on behaviour modification in both normal and special schools. (Also recommended for Chapter 7.) Google Scholar
  3. Fontana, D. (1994) Managing Classroom Behaviour. Leicester: BPS Books (The British Psychological Society) (2nd edn of Classroom Control). A close look at all aspects of class control problems and their managment by the teacher.Google Scholar
  4. Graham, J. (1988) Schools, Disruptiwe Behaviour and Delinqumcy. London: HMSO. Good survey evidence of the incidence and nature of problem behaviour.Google Scholar
  5. Gray, J. and Richter, J. (1988) Classroom Responses to Disruptive Behaviour. London: Macmillan. Another helpful general text.Google Scholar
  6. Laslett, R. and Smith, C. (1984) Effective Classroom Management. London: Croom Helm. Sensible and informative text on how to organke and manage the successful classroom.Google Scholar
  7. Lawrence, J., Steed, D. and Young, P. (1984) Disruptive Children: Disruptive Schools? London: Croom Helm. A central text because it places behaviour problems within the context of the educational philosophy and practices of the whole school.Google Scholar
  8. Walker, J.E. and Shea, T.M. (1980) Behavior Modification: A practical approach for educators 2nd edn. St. Louis, Missouri: Mosby. Probably the best practical text on behaviour modification techniques for teachers.Google Scholar
  9. Wheldall, K. and Merrett, F. (1984) Positive Teaching: The behavioural approach. London: Croom Helm. Good practical text.from the behaviourist angle.Google Scholar

Copyright information

© David Fontana 1995

Authors and Affiliations

  • David Fontana
    • 1
    • 2
  1. 1.University of Wales College of CardiffUK
  2. 2.University of MinhoPortugal

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