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Managing Behavior or Promoting Engagement?

Citation

Thomas, J, Managing Behavior or Promoting Engagement?, Oxford Research Encyclopedia of Education, Oxford University Press, United Kingdom ISBN 9780190264093 (2019) [Research Book Chapter]

DOI: doi:10.1093/acrefore/9780190264093.013.514

Abstract

Classroom 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 studentís 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.

Item Details

Item Type:Research Book Chapter
Keywords:behaviour management, classroom management, engagement
Research Division:Education
Research Group:Other Education
Research Field:Education not elsewhere classified
Objective Division:Education and Training
Objective Group:School/Institution
Objective Field:Management and Leadership of Schools/Institutions
UTAS Author:Thomas, J (Dr Jeffrey Thomas)
ID Code:132424
Year Published:2019
Deposited By:Education
Deposited On:2019-05-07
Last Modified:2019-05-31
Downloads:0

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