1. RESEARCH DIGEST
2008/1 1
The Research Digests
This Research Digest is one of a series of periodic digests produced
by the Australian Council for Educational Research (ACER) for the
NSW Institute of Teachers.
Teachers Registration The Institute has kindly made the Digest available to the registration
Board, Tasmania authorities in the other states/territories, under the auspices of
the Australasian Forum of Teacher Registration and Accreditation
Authorities (AFTRAA).
Each Digest focuses on a single topical issue, and provides a review
IN THIS EDITION of major messages from research on the issue. A key feature of the
Digest is an emphasis on what the research means for teachers and
teaching. Over the course of several editions, a wide range of issues
Managing classroom behaviour 2 will be covered, so that teachers from different areas of schooling
will find topics of particular relevance to their needs.
Behaviour management and
effective teaching and learning 3
Research Digest
Styles of behaviour
management 4
What works and what
doesn’t work 8
Restorative justice practices 9
An approach This edition of the Research The first section presents
Behaviour management: an Digest summarises some key some insights from research
issue that affects all teachers 12 to behaviour research studies that suggest about the importance of
Comment 13 management that answers to questions such as: behaviour management
Useful websites 13 works most of How important is behaviour in effective teaching and
management in effective learning. This is followed
References 14 the time, for most teaching and learning? Does by a discussion of some
teachers, will good behaviour management styles of effective behaviour
lead to improved learning management. A further
improve the learning
outcomes for students? section is focused on some
climate of any Throughout the digest studies of contextual factors
school. there are descriptions in students’ behaviour, and
of approaches that have is followed by an account of
practical application in recent research about the
The Australian Council for classroom practice. impact of the set of practices
Educational Research was known as restorative justice
commissioned to prepare this This research digest is based
practices. The final section
series of electronic research on searches of a number of
draws on the relationship
digests. databases and bibliographic
between behaviour
This issue has been prepared resources, including the
by Jenny Wilkinson, Research
management and teacher
Australian Education Index,
Fellow, Marion Meiers, Senior retention. Practical, research-
Research Fellow and Pat Knight, ERIC, Education Research
based classroom strategies
Senior Librarian, Cunningham Complete, British Education
are highlighted. Some useful
Library, ACER. Index and Scopus.
websites are listed, and a full
reference list is provided.
The Digest is available by email to
Tasmanian registered teachers in PDF
format and on the TRB website at:
www.trb. tas. gov.au

2. Managing classroom
2
behaviour
Approaches to behaviour latter being more effective
management in schools have, in improved social and
to a large extent, reflected academic outcomes for
general societal changes. An students.
overview of the history of
This edition of the Research
behaviour management in
Digest draws on recent
classrooms traces a range of
research evidence to answer
approaches, often negative,
questions such as:
from corporal punishment
How important is
and dunce caps, to the
behaviour management
work of the behavioural
in effective teaching and
theorists of the twentieth
learning?
A clear distinction is drawn between
‘authoritarian’ and ‘authoritative’ classroom
management styles, with the latter being more
effective in improving social and academic
outcomes for students.
century. The work of these
How do we define good
theorists still influences much
behaviour management?
contemporary thinking.
Does good behaviour
A major general trend management lead to
apparent today in the field improved learning
of behaviour management outcomes for students?
studies is an emphasis on Does classroom behaviour
the avoidance of coercive management need to be
styles of behaviour part of a whole school
management. The adoption behaviour management
of non-coercive management plan?
styles does not mean that What is the role of the
the teacher is no longer school leadership?
‘in charge’. Throughout What works and what
the literature, there is a doesn’t work?
clear distinction drawn Is behaviour management
between ‘authoritarian’ and an issue that affects the
‘authoritative’ classroom retention of teachers in
management styles, with the the profession?

3. Behaviour management and
effective teaching
and learning 3
For many teachers and they regularly experience. Hattie found that expert
school leaders in the past, Hattie’s research about the teachers showed high respect
a quiet and disciplined impact of key influences for students.
classroom was the hallmark on the variance in student
The manner used by the
of effective teaching. By achievement indicates that
teacher to treat the students,
contrast, it is now recognised it is excellence in teachers
respect them as learners and
that behaviour management that makes the greatest people, and demonstrate care
skills in themselves are a difference. He investigated and commitment for them are
necessary but not sufficient the differences between attributes of expert teachers.
condition for creating expert, accomplished and By having such respect, they
an effective learning experienced teachers (Hattie, can recognize possible barriers
environment. These skills 2003). to learning and can seek ways
are one element in a skilled
Some of Hattie’s findings are to overcome these barriers ….
teacher’s repertoire of
particularly interesting in the The picture drawn of experts is
practice.
context of classroom and one of involvement and caring
There is no doubt that behaviour management. He for the students, a willingness
well-ordered classrooms and found that expert teachers to be receptive to what the
schools facilitate effective have deeper representations students need, not attempting
teaching and that good about teaching and learning to dominate the situation
and because of these deeper (Hattie, 2003).
representations can be In a meta-analysis of more
The manner used by the teacher to treat the much more responsive to than 100 studies Marzano,
students, respect them as learners and people, students. In discussing how Marzano and Picketing
expert teachers [guide] (2003b) found that the
and demonstrate care and commitment for learning though classroom quality of teacher-student
them are attributes of expert teachers. interaction, he described relationships is the keystone for
how expert teachers have a all other aspects of classroom
multidimensionally complex management. They described
behaviour management skills
perception of classroom effective teacher-student
are necessary for teachers
situations. In comparing relationships as having
to perform the core task of
expert teachers with
improving student learning nothing to do with the
experienced and novice
outcomes. Behaviour teacher’s personality or even
teachers, he noted that
management is a crucial whether the students view the
skill for both beginning and Expert teachers are more teacher as a friend. Rather, the
experienced teachers. effective scanners of classroom most effective teacher-student
Research has consistently behaviour, make greater relationships are characterized
demonstrated the reference to the language of by specific teacher behaviors:
importance of teachers and instruction and learning of exhibiting appropriate levels
the quality of their teaching students, whereas experienced of dominance; exhibiting
in the lives of children. For teachers concentrate more on appropriate levels of
many young people, school what the teacher is saying and cooperation; and being
may be the only stable and doing to the class and novices aware of high-needs students
predictable environment concentrate more on student (Marzano & Marzano,
behaviour (Hattie, 2003). 2003).

4. Styles
of behaviour management
4
Dominance is defined as the teacher’s ability to provide
clear purpose and strong guidance regarding both academics
in a number of studies discussed by and student behavior. This contrasts with the more negative
Marzano and Marzano as an important connotation of the term dominance as forceful control or
characteristic of effective teacher-student command over others (Marzano & Marzano, 2003).
relationships (Wubbels et al., 1999; Marzano and Marzano note that other studies indicate that
Wubbels & Levy, 1993). when asked about their preferences for teacher behavior,
students typically express a desire for this type of teacher-student
interaction. For example, in a study that involved interviews with
more than 700 students in grades 4-7, students articulated a clear
preference for strong teacher guidance and control rather than
more permissive types of teacher behavior (Chiu & Tulley). Teachers
can exhibit appropriate dominance by establishing clear behavior
expectations and learning goals and by exhibiting assertive
behavior (Marzano & Marzano, 2003).
Most teachers have ‘high needs’ students in their classrooms
and all teachers know how difficult it can be to balance the
needs of these students against the collective needs of the
class. Marzano and Marzano note that school may be the only
place where the needs of many students who face extreme
challenges are addressed. The reality of schools often demands
that classroom teachers address these severe issues, even though
this task is not always considered a part of their regular job.
Marzano and Marzano describe five categories of high-
needs students: passive, aggressive, attention problems,
perfectionist and socially inept. They further divide the
category of aggressive students into three sub-categories:
hostile, oppositional and covert. They found that the most
effective classroom managers did not treat all students the
same; they tended to employ different strategies with different
types of students. In contrast, ineffective classroom managers
did not appear sensitive to the diverse needs of students. … An
awareness of the five general categories of high-needs students

5. 5
and appropriate actions for each can help teachers build strong
relationships with diverse students.
Effective teaching and learning requires more than an orderly
classroom. Traynor, in a review of the literature, identified five
strategies used by teachers in classroom management:
1. coercive
2. laissez-faire
3. task oriented
4. authoritative
5. intrinsic (Traynor, 2002).
Traynor investigated the pedagogical soundness of the five
classroom order strategies drawn from the literature, using two
criteria:
1. Teaching and learning must result in the development or
practice of a desired learning skill.
2. Teaching and learning must contribute to the maintenance
or development of a student’s emotional well-being.
This small study, conducted in two middle school classrooms,
found that the authoritative and intrinsic strategies were
pedagogically sound and to be recommended (Traynor, 2002).
Two of these five approaches appear to be more effective
than the other three: authoritative and intrinsic. Using the
authoritative strategy, the teacher manages student behavior by
enforcing a specific and reasonable set of classroom rules (Collette
& Chiapetta, 1989 as cited by Traynor, 2002).
When middle school students were asked
Traynor notes that the goal of the intrinsic strategy for classroom
to define caring teachers, they made clear
order is to increase student control over himself/herself. … firm,
fair and sensitive policies are the key components in establishing distinctions between the characteristics of
and maintaining school discipline (Gaddy & Kelly, 1984 as cited in teachers who care and those who do not.
Traynor, 2002).
In a seminal paper Lewis, Romi, Qui and Katz (2005) addressed
questions of teachers’ classroom discipline and student
misbehaviour through students’ perceptions in three different Involvement in decision-making (the extent to which
countries: Australia, China and Israel. Over 700 teachers teachers tried to include students in decisions relating to
and more than 5000 secondary students were involved in discipline)
this study. The study compared students’ perceptions of the Discussion (provides for the voice of the individual student)
extent to which different discipline strategies were used, and Hinting
investigated the relationship between student misbehaviour
Aggression.
and classroom discipline in each national setting. Various
strategies were examined: Punishment was ranked as the most commonly used strategy
Punishment in Australia, the fourth most commonly used strategy in Israel
Recognition/rewarding and the fifth most commonly used strategy in China.

6. Styles
of behaviour management
6
The broad pattern of results indicates that teachers sampled from
China appeared more inclusive and supportive of students’ voices
when it comes to classroom discipline and are less authoritarian
(punitive and aggressive) than those in Israel or Australia… the
Australian classrooms are perceived as having least discussion and
recognition and most punishment. (Lewis et al., 2005)
Lewis points out that cultural factors may have some influence
on these perceptions.
This study refers to two previous publications – Hyman
and Snook’s Dangerous Schools and What You Can Do About
Them (2000), and Lewis’s Classroom Discipline and Student
Responsibility: The Students’ View (2001). Both publications
indicate the potential negative impact of some classroom
management/discipline strategies. Hyman and Snook
conjecture that:
Unnecessarily harsh and punitive disciplinary practices against
students create a climate that contributes to school violence. This
issue is little recognized and scarcely researched (Hyman & Snook, There is sometimes a feeling in schools that a
2000 as cited in Lewis, 2001) choice has to be made between concentrating
Lewis’s 2001 publication is a report of the perceptions of over on pupil welfare - responsiveness – and a focus
3,500 Australian school students. This study
on learning and achievement – demandingness.
demonstrates empirically that in the view of these students, Lessons drawn from the literature on parenting
their teachers are characterized by two distinct discipline styles.
style would suggest that the best outcomes are
The first of these was called “coercive” discipline and comprised
Punishment and Aggression (yelling in anger, sarcasm, group achieved where both are the focus of school
punishments, etc.). The second style, comprising Discussion, Hints, policy and procedures (Scott & Dinham, 2005).
Recognition, Involvement and Punishment, was called “Relationship
based discipline” (Lewis, 2001 as cited in Lewis et al., 2005).
The 2001 Lewis report concluded that:
Students who receive more Relationship based discipline are less
disrupted when teachers deal with their misbehavior and generally
extensive observations of parents and children (Baumrind, 1971,
act more responsibly in that teacher’s class. In contrast, the impact
1991). Baumrind concluded that four dimensions of parent-child
of Coercive discipline appears to be more student distraction from
interactions could reliably predict children’s social, emotional, and
work and less responsibility (Lewis, 2001 as cited in Lewis et al.,
cognitive competence. Control reflects consistent enforcement of
2005).
rules, provision of structure to children’s activities, and persistence
Researchers have discussed effective parenting as a model
in gaining child compliance. Maturity demands reflect expectations
for teacher influence. Wentzel (2003) takes an “ecological
perspective” to understand how a caring classroom to perform up to one’s potential, and demands for self-reliance
environment is created and the importance of contextual and self-control. Clarity of communication reflects the extent to
factors in students’ behaviour. This work drew on which parents solicit children’s opinions and feelings, and use

7. 7
reasoning to obtain compliance. Nurturance reflects parental also tend to pursue appropriate social and academic classroom
expressions of warmth and approval as well as conscientious goals more frequently than students who do not (Wentzel, 2003).
protection of children’s physical and emotional well-being (Wentzel,
Scott and Dinham (2005) have explored models of good
2003). teaching through what research has shown about good
Wentzel identified a number of theoretical models developed parenting. They note that different styles of parenting have
to explain how teachers promote positive student behaviour, been the subject of extensive research, beginning with
which are quite similar to family socialisation models: Baumrind’s 1991 description of two dimensions of parenting
styles: responsiveness and demandingness.
For example, Noddings (1992) suggested that four aspects of
teacher behaviour are critical for understanding the establishment Responsiveness, also described as warmth of supportiveness,
of an ethic of classroom caring: (a) modeling caring relationships is defined by Diana Baumrind as ‘the extent to which parents
with others, (b) establishing dialogues characterized by a search for individually foster individuality, self-regulation, and self-assertion
common understanding, (c) providing confirmation to students that by being attuned, supportive and acquiescent to children’s special
their behavior is perceived and interpreted in a positive light, and needs and demands’ (Baumrind, 1991). Parental demandingness
(d) providing practice and opportunities for students to care for (also referred to as behavioural control) refers to the claims
others. Noddings’ notions of dialogue and confirmation correspond parents make on their children to become integrated into
closely with Baumrind’s parenting dimensions of democratic the family as a whole, by their maturity demands, supervision,
communication styles and maturity demands (Noddings, 1992, as disciplinary efforts and willingness to confront the child who
cited in Wentzel, 2003). disobeys (Scott & Dinham, 2005).
Wentzel noted that when middle school students were asked Scott and Dinham note that
to define caring teachers, they made clear distinctions between
the characteristics of teachers who care and those who do not what is of interest and importance to teachers is the place of
(Wentzel, 1997; Wentzel, 2003): self-esteem in this model of outcomes. Self-esteem is commonly
regarded as the cause of other desirable outcomes. However,
Specifically, students tend to describe caring teachers as those who the comparison between permissive and authoritarian parents
demonstrate democratic and egalitarian communication styles suggests that self-esteem is not the cause of anything, rather it is
designed to elicit student participation and input, who develop the consequence of having warm and responsive parents … and
expectations for student behavior and performance in light of presumably teachers (Scott & Dinham, 2005).
individual differences and abilities, who model a “caring” attitude
There is sometimes a feeling in schools that a choice has to be
and interest in their instruction and interpersonal dealings with
made between concentrating on pupil welfare - responsiveness
students, and who provide constructive rather than harsh and
– and a focus on learning and achievement – demandingness.
critical feedback. …
Lessons drawn from the literature on parenting style would suggest
Subsequent work has demonstrated that students who perceive that the best outcomes are achieved where both are the focus of
their teachers to display high levels of these caring characteristics school policy and procedures (Scott & Dinham, 2005)

8. and what doesn’t work
8
What works
There are many theoretical models and practical strategies Common classroom mistakes What to do instead
in the area of classroom behaviour management. What Mistake No. 1 Defining misbehavior 1. Define misbehavior by its
by how it looks function
works and what doesn’t work depends on a range of factors Mistake No. 2 Asking: Why did you 2. Assess the behavior directly to
including school context and policies, professional collegiality, do that? determine its function
Mistake No. 3 When an approach 3. Try another way
and the skills and strategies of individual teachers. In Learning
isn’t working, try harder
to Discipline, Metzger, for example, discusses a number of Mistake No. 4 Violating the 4. Follow the guidelines for
techniques and strategies developed over many years’ teaching. principles of good classroom rules classroom rules
Mistake No. 5 Treating all 5. Treat some behaviors as Can’t-
Metzger is a practising secondary teacher, a co-director of misbehaviors as “Won’t do’s” do’s
a mentoring program at her school and a co-teacher of a Mistake No. 6 Lack of planning for 6. Appropriately plan for transition
transition time time
methods course at Harvard University. She describes her
Mistake No. 7 Ignoring all or nothing 7. Ignore wisely
struggles as a beginning teacher to control her classes and at all
how, even today, she can overreact when tired or frazzled, when Mistake No. 8 Overuse and misuse 8. Follow the principles of effective
of time out time-out
I don’t know the students, or when I’m just tired of adolescents Mistake No. 9 Inconsistent 9. Have clear expectations that
(Metzger, 2002). expectations and consequences are enforced and reinforced
constantly
Metzger recalls the ‘anchoring principles’ she used in her early Mistake No. 10 Viewing ourselves as 10. Include students, parents and
the only classroom manager others in management efforts
years of teaching, both ‘simple’ and ‘more complex’. She lists the
Mistake No. 11 Missing the link 11. Use academic instruction as a
following simple and complex principles of survival: between instruction and behavior behavior management tool
Mistake No. 12 Taking student 12. Take student misbehavior
behavior too personally professionally, not personally
Simple Complex
Source: (Barbetta et al., 2005)
1. Don’t escalate. De-escalate 1. Ask questions
2. Let students save face 2. Give adult feedback
3. Insist on the right to sanity 3. Respect the rights of the whole
Mistake No. 11, missing the link between instruction and
class.
4. Get help 4. Ask the students to do more behavior, focuses on the importance of appropriate instruction.
5. Get out of the limelight – or the 5. Remember which rules are
line of fire important At times there is a direct link between our lessons and student
6. Bypass or solve the perennial misbehavior. Perhaps our lesson is too easy or difficult, ineffective,
problems
Source: (Metzger, 2002) or nonstimulating, which can lead to student misbehavior (Center,
Deitz & Kaufman, 1982 as cited in Barbetta et al., 2005).
Metzger elaborates on each of these principles. She reflects, To counter this, Barbetta et al recommend using academic
for instance, on one of these principles, the principle of ‘de- instruction as a behaviour management tool:
escalation’:
The first line of defense in managing student behavior is effective
Don’t escalate, de-escalate. Teachers, like parents, need to use a
instruction. Good teachers have always known this and research
light touch. Let go of some infractions. Whisper instead of yell. Use
supports this notion (Evertson & Harris, 1992). In 1991 Jones
humour. Change locations. Divide and conquer. Talk to students
found that when teachers demystify learning, achievement and
privately. Make a tiny hand movement. Call kids by name. Smile a
lot. Listen. Listen. Listen (Metzger, 2002). behavior improve dramatically (Jones, 1991). Examples of how
to demystify learning include students establishing their learning
Other researchers (Barbetta, Norona, & Bicard, 2005) offer
a practical application of school-based research in the area goals, students monitoring their own learning, involving students in
of behaviour management and describe twelve common developing classroom rules and procedures, and relating lessons to
classroom mistakes and what to do instead: students’ own lives and interests (Barbetta et al., 2005).

9. Restorative justice
practices 9
Restorative In schools, restorative justice In Restorative Justice: The in a number of Australian
practices hold students Calm After the Storm, Lyn schools. The agency
practices offer
responsible to the person Harrison discusses restorative recommends a whole school
an alternative they have harmed rather practices: approach for maximum
student behaviour than to the ‘authorities’. While Restorative justice is a
impact, based on the
management students are accountable for philosophy and a set of
following six principles:
their behaviour, the focus is 1. Focus on the relationship
approach. practices that embrace
on repairing the damage they and how people are
the right blend between a
caused to other members of affected.
high degree of discipline,
the school community and 2. Restore damaged
which encompasses clear
on restoring relationships. relationships.
expectations, limits and
Restorative practices can be 3. Talk about the behaviour
consequences, and a high
without blaming or
a whole school behaviour degree of support and
becoming personal.
management approach or nurturance. Steinberg (2001)
4. See mistakes and
an approach practised by suggests that this blend tends
misbehaviour as an
individual teachers in their to correlate with the best
opportunity for learning.
classrooms. psychological and behavioural
5. Accept that sometimes we
outcomes for children …
The philosophy of restorative cannot get to the ultimate
Restorative justice programs in
processes was outlined in truth.
schools aim to develop:
Class: A Journal for School 6. Be future-focused and talk
communities that value
Communities as follows: about how to make things
the building of quality
right (Harrison, 2006b).
If we were to examine our relationships, coupled with
school disciplinary systems, clear expectations and Each principle and its
most would be retributive or limits; application in school settings
adversarial. These systems ask restorative skills, in the way is outlined in terms of daily
three basic questions: we interact with young interactions and a whole
What rules were broken? people, and using teachable school community (students,
Who broke them? moments to enhance teachers and parents)
How shall we punish the learning; commitment to collaborative
breaker of the rules? restorative processes that problem solving. Principles
resolve conflict and repair 1 and 3, for instance, are
Restorative processes ask: damaged relationships; and, elaborated as follows:
Who’s been hurt? communities that are
Principle 1
What are their needs? forward-looking, optimistic
In a traditional school, the
How can we repair the and inclusive (Harrison,
focus is on rules and rule-
harm? 2006b).
breaking, with punishment as
The focus shifts to the harm, During the last five years, the primary intervention. In a
who is responsible and how we the Sydney based not-for- restorative school, the focus
can work together to repair the profit welfare agency, Marist in on relationships and how
damage to relationships (Circle Youth Care, has developed people are affected. A common
Speak, 2002). restorative justice programs feature in most students with

10. Restorative justice
10
practices
behavioural difficulties is that react aggressively and argue world. In Australia they How does it work in
they have an underdeveloped back. In either of these two were introduced in a formal schools?
sense of ‘other. There is little classic responses, the student sense in the 1990s in Wagga Procedures for the
appreciation that another is distracted from any sense Wagga, New South Wales application of restorative
human being is at the receiving of ‘other’. In a restorative with the aim of keeping justice practices are usually
end of their misbehaviour. A key conversation, the teacher is young offenders away from standardised. A number of
focus of this work is to develop absolutely clear about the the courts and the custodial schools have adopted whole
in students a greater empathy inappropriateness of the system. Restorative justice school restorative practices
for others or what is referred to behaviour and the effect approaches. For example, one
holds offenders accountable
as ‘relational thinking’. that this behaviour has on secondary college employs
for their actions but allows
others – but this conversation affective questions adapted
Principle 3 them to redress wrongs, to
is respectful and engaging from the Marist Youth Care’s
Talk about the behaviour restore relationships and to
Restorative Justice Program.
(Harrison, 2006b). be re-integrated into the
without blaming or being These are:
personal. The common Restorative justice practices community. The emphasis is What happened?
responses from students when have historically been on repairing damage rather How did it happen?
you scold or lecture them used in many Indigenous than punishing, shaming or How did you act in this
are either to shut down or communities across the isolating the offender. situation?

11. 11
Who do you think was
affected?
How were you affected?
What needs to happen to
make things right?
If the same situation
happens again, how could
you behave?
If, for instance, something
happens in the classroom, we content, things have changed. by twenty-one percent, Many teachers assume that
get the students to see that At the surface level, there has detentions fell by thirty-four a student with challenging
their behaviour doesn’t just been an increased amount percent and out of school behaviours is best seated
affect them, but it also has an of work being produced by suspensions fell by forty- close to them to maximise
impact on the teacher and on students, and relational slips for two per cent. Feedback has supervision. This can be
the learning of the whole class. being sent out of the classroom indicated growing support counterproductive since the
That’s one of the benefits of have decreased significantly in the school community for authority figure close by can
this approach – students begin (Grade 5/6 teacher). restorative practices. escalate oppositional behaviour
to see how others are affected Individual teachers using (Hewitt, 1999). Some teachers
Do restorative justice
and accept responsibility for practices work in schools? restorative practices in ask the student to nominate
that (Rosanne Clough, Principal their classrooms may also a positive peer to sit with,
It is often difficult to
Donremy College). note changes in behaviour and that peer student then
attribute changes in school
Introducing these questions and classroom climate. The indicates to the student when
communities to a particular
can help to develop a Inquiry into Restorative they observe off-task or
initiative because of the
common language and Justice Principles in Youth escalating behaviour. When
necessarily longitudinal
approaches to be used in Settings (Standing Committee approaching a particularly
nature of much educational
on Education Training and agitated student, it’s best not
dealing with inappropriate research. However, there
Young People, ACT 2006)
behaviour in everyday school is considerable evidence to do so from the front, which
cites the example of a
situations, rather than simply that restorative justice is confrontational, but from the
recently graduated teacher
challenging that behaviour practices can have an effect side (Harrison, 2006a).
of a Year 2/3 class who
(Australian Government in changing school climates
had undertaken a short Restorative practices can
Quality Teacher Programme, and in direct change, such as
restorative practices training: operate effectively with
2005). a reduction in the number of
In the classroom now, it is other approaches to
suspensions and exclusions.
One cluster of five schools so much easier. I am feeling classroom management.
Paul Harney (2005), for
established an Emotional more empowered to deal with While restorative practices
instance, presents both
Literacy project and used things” (Standing Committee are based on an agreed set
quantitative and qualitative
restorative practices (Fould, on Education Training and of principles and processes,
evidence from a study of
2006). Teachers involved in Young People, ACT 2006). other behaviour management
the effects of restorative
this project commented on models and applications are
justice practices in three In Managing Students with
the impact of the change: in keeping with the spirit
Catholic secondary colleges Challenging Behaviours, Lyn
After several weeks of in Sydney. Over eighteen Harrison discusses various and philosophy of these
implementing the values months, absenteeism fell de-escalating interventions: practices.

12. Behaviour management:
teachers
an issue that affects all
12
Behaviour management is an (2004), discuss the variety it also includes coming to teachers working in isolation
issue that affects all teachers. of attractions to teaching terms with and learning to and without collegial support.
Research indicates that careers: handle the variety of emotional
While challenging behaviours
factors related to behaviour Consistently, the most fulfilling and social support roles for amongst students - notably
management play a role in aspects of teaching are students, which have become uncooperative and abusive
the decision of many early the learning achievements an increasing expectation of behaviour from students as
career, and other teachers of students, down to single teachers over recent years, and young as in the first years of
to leave the profession. individuals, for whom teachers teachers’ broader participation primary school – were talked
Issues related to behaviour have responsibility – the light in school life… New teachers about by most teachers, it
management are particularly of understanding coming into frequently expressed appeared to be much less of a
important in the first years students’ eyes; new, more uncertainty over classroom problem for teachers in those
of teachers’ careers. The socially responsible patterns management skills, particularly schools where a consistent,
daily experiences and reality of behaviour demonstrated in relation to meeting the school-wide behaviour
of the classroom may be and so on (Skilbeck & Connell, widely varied individual learning programme operated, and
quite different from the 2004). needs of students in the teachers felt they had support
expectations of beginning inclusive classroom (Skilbeck & from both colleagues and
However, the same report
teachers. also notes some of the major Connell, 2004). school management (Skilbeck
A recent MCEETYA difficulties and frustrations of Research has shown clearly & Connell, 2004).
(Ministerial Council for a teaching career: that professional collegiality While it is desirable for
Education, Employment Common to most teachers in and deprivatisation of classroom behaviour
Training and Youth Affairs) their early years are workload practice are major factors management to be part of
report focussed on teachers and classroom management in effective teaching and a whole school behaviour
in their first ten years of challenges, often presented as learning. Effective and management plan, there is
employment in government, severe. While workload issues supportive leadership is a much that teachers can do
Catholic and independent includes the sheer amount of major part of this picture. individually within their own
schools in four Australian time and effort required for A whole school approach classrooms to create an
states. The authors of the lesson planning, preparation, to behaviour management appropriate atmosphere to
report, Skilbeck and Connell evaluation and documentation, will be more effective than carry out their core tasks.

13. comment 13
There is no one-size-fits-all solution to remove problems
related to behaviour management from classrooms. Different
approaches work in different situations. No behaviour USEFUL WEBSITES
management plan will work with all children all the time.
http://www.education-world.com
However, an approach that works most of the time, for most
teachers, will improve the learning climate of any school. This website covers a range of educational issues,
Whatever the plan or approach, the emphasis throughout including approaches to behaviour management. The
the research literature is on building positive relationships site is funded by corporate advertisers and is free for
with students and on adopting authoritative as opposed to all visitors.
authoritarian teaching styles.
Haim Ginott (1922-1973) was a clinical psychologist, child
http://www.teachernet.gov.uk/wholeschool/behaviour/
therapist and parent educator who worked with children,
parents and teachers. His work focussed on a combination of The UK Government’s Teachernet provides some useful
compassion and boundary setting. In 1972, Ginott described resources and links to other interesting sites.
the classroom teachers’ position in terms of their importance
and influence in the lives of children:
I’ve come to the frightening conclusion that I am the decisive
How to cite this Digest:
element in the classroom. It’s my personal approach that creates
the climate. It’s my daily mood that makes the weather. As a Wilkinson, J. & Meiers, M. (2007). Managing student
teacher, I possess a tremendous power to make a child’s life behaviour in the classroom. NSWIT Research Digest,
miserable or joyous. I can be a tool of torture or an instrument of 2007(2). Retrieved Month DD, YEAR, from
inspiration. I can humiliate or humour, hurt or heal. In all situations, http://www.nswteachers.nsw.edu.au
it is my response that decides whether a crisis will be escalated
or de-escalated and a child humanized or de-humanized (Ginott,
1972).

14. 14
REFERENCES
Australian Government Quality Teacher http://ctdownsyndrome.org/images/ Standing Committee on Education Training
Programme. (2005). Impact, stories/newsletters/newsletter_ and Young People. (2006). Inquiry into
responsibility, redress: using restorative fall_2006.pdf (retrieved November restorative justice principles in youth
justice to manage behaviour. AGQTP 23, 2007). settings - Interim report. Canberra:
Newsletter. Jones, V. (1991). Experienced teachers Legislative Assembly for the ACT.
Barbetta, P. M., Norona, K. L., & Bicard, assessment of classroom management http://www.parliament.act.gov.au/
skills presented in a summer course. downloads/reports/03RJInterimReport.
D. F. (2005). Classroom behavior
Journal of Instructional Psychology, 18, pdf (retrieved November 23 2007)
management: A dozen common
mistakes and what to do instead. 103-109. Traynor, P. L. (2002). A scientific evaluation
Preventing School Failure, 49(3), 11-19. Lewis, R., Romi, S., Qui, X., & Katz, Y. J. of five different strategies teachers use
(2005). Teachers’ classroom discipline to maintain order. Education, 122(3),
Circle Speak. (2002). Making a difference:
and student misbehavior in Australia, 493. http://findarticles.com/p/articles/
Restorative practices in the
China and Israel. Teaching & Teacher mi_qa3673/is_200204/ai_n9033761/
educational setting. Class: A Journal for
Education, 21(6), 729-741. Reprint pg_1 (retrieved November 23, 2007).
School Communities, 1(1), 9.
available from http://www.latrobe. Wentzel, K. R. (1997). Student motivation
Evertson, C., & Harris, A. (1992). Synthesis edu.au/education/downloads/papers/ in middle school: The role of
of research: What we know about RLewis_ClassroomDiscipline_ perceived pedagogical caring. Journal of
managing classrooms. Educational AustraliaChinaIsrael.pdf (retrieved Educational Psychology, 89, 311-419.
Leadership, 49, 74-78. November 23, 2007).
Wentzel, K. R. (2003). Motivating students
Fould, K. (2006). Calwell Cluster Marzano, R. J., & Marzano, J. S. (2003). to behave in socially competent
Emotional Literacy Project. Curriculum The key to classroom management. ways. Theory Into Practice, 42(4), 319.
Perspectives, 26(2), 20-25. Educational Leadership, 61(1), 6-13. http://findarticles.com/p/articles/
Ginott, H. G. (1972). Teacher and child: A Reprint available from http://bonfire. mi_m0NQM/is_4_42/ai_111506829
book for parents and teachers. New learnnc.org/ncmtec1/DPI_NCsite/ (retrieved November 23, 2007).
York: Macmillan. Lessons%20files/Key%20to%20
Wubbels, T., Brekelmans, M., van Tartwijk,
Classroom%20Management.pdf
Harney, P. (2005). Restorative Justice. J., & Admiral, W. (1999). Interpersonal
(retrieved November 23, 2007).
Professional Educator, 4(3), 14-17. relationships between teachers and
Marzano, R. J., Marzano, J. S., & Picketing, D. students in the classroom. In H. C.
Harrison, L. (2006a). Managing students
J. (2003b). Classroom management that Waxman & H. J. Walberg (Eds.), New
with challenging behaviours. works. Alexandria, VA: ASCD.
Professional Educator, 5(2), 10-13. Directions for Teaching Practice and
Metzger, M. (2002). Learning to discipline. Research (pp. 151-170). Berkeley,
Harrison, L. (2006b). Restorative justice: Phi Delta Kappan, 84(1), 77-84. California: McCutchan.
The calm after the storm. Leadership http://www.pdkintl.org/kappan/ Wubbels, T., & Levy, J. (1993). Do you
in Focus, 9-11. k0209met.htm (retrieved November know what you look like? Interpersonal
Hattie, J. (2003). Teachers make a 23, 2007). relationships in education. London:
difference: What is the research Scott, C., & Dinham, S. (2005). Parenting, Falmer Press.
evidence? Interpretations, 36(2), teaching and self esteem. The Australian
27-38. Retrieved November 23, Educational Leader, 27(1), 28-30.
2007 from http://www.acer.edu. Further reading:
Skilbeck, M., & Connell, H. (2004).
au/documents/RC2003_Hattie_ A useful current reference providing
Teachers for the future: The changing
TeachersMakeADifference.pdf extensive coverage of research in the area
nature of society and related issues
Hewitt, B. (1999). The control game: for the teaching workforce. Canberra: of behaviour management is:
Exploring oppositional behaviour. Ministerial Council for Education, Evertson, C. M., & Weinstein, C. S. (Eds.).
Reclaiming children and youth. Journal Employment Training and Youth Affairs. (2006). Handbook of Classroom
of Emotional and Behavioural Problems, http://www.mceetya.edu.au/verve/_ Management: Research, Practice and
8(1), 30-33. Reprinted in Connecticut resources/teachersforthefuture_file. Contemporary Issues. Mahwah, New
Down Syndrome Congress Quarterly pdf (retrieved November 23, 2007) Jersey: Erlbaum.