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Managing Behavior or Promoting Engagement?
chapter
posted on 2023-05-24, 06:26 authored by Jeffrey ThomasClassroom behavior management has consistently been recognized as a central issue of importance in staff well-being, student success, and school culture. For decades, theories and models on how best to “manage” the behavior of students for a productive classroom have showed an increasing trend away from teacher-controlled reactive approaches to misbehavior toward more student-centered strategies to prevent misbehavior. Focusing on managing student behavior, either reactively or proactively, is coming at the problem from the wrong direction. The student behaviors that most affect teaching and learning in our classrooms are low-level disruptive, or “disengaged,” behaviors. These disengaged behaviors are best understood as indications of a student’s weakened affective or cognitive engagement with school. Schools wishing to have less disengaged behaviors need to refocus their lens on these behaviors, from how to “manage” them to how to strengthen targeted areas of engagement. This has direct implications for reforming classroom practices as well as school polices on behavior management.
History
Publication title
Oxford Research Encyclopedia of EducationEditors
GW NoblitISBN
9780190264093Department/School
Faculty of EducationPublisher
Oxford University PressPlace of publication
United KingdomExtent
20Rights statement
Copyright 2019 Oxford University PressRepository Status
- Restricted