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Managing Discipline in Schools PDF

217 Pages·1998·1.31 MB·English
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MANAGING DISCIPLINE IN SCHOOLS The management of discipline is an essential element in educational practice, and at a time when teachers and managers are anxious about reported increases in violence and other forms of anti-social behaviour there’s a need for practical guidance and a review of current thinking. Based on the author’s experience and research in a range of primary and secondary schools, this book presents accessible summaries of relevant legislation and guides the reader through management theories towards improved practice. The book features case-studies and refers to the most recent research and legislation. The author places the teacher at the centre of the management of discipline in schools, and by focusing on teacher and pupil esteem, the classroom and the whole- school context, the author demonstrates that a disciplined environment is not only essential but achievable. The author describes the support networks within education as well as providing a multi-agency approach. Written in an accessible style, the book highlights the real problems that teachers in all schools can encounter and offers real solutions. Sonia Blandford has taught in both primary and secondary schools and has held a variety of middle-management posts. She is currently a senior lecturer in education at the Oxford Centre for Education and Management Services. EDUCATIONAL MANAGEMENT SERIES Series editor: Cyril Poster Recent titles in this series include: CONTINUING PROFESSIONAL DEVELOPMENT Anna Craft SUCCESS AGAINST THE ODDS The National Commission on Education MANAGING SPECIAL NEEDS IN THE PRIMARY SCHOOL Joan Dean MANAGING THE PRIMARY SCHOOL (2ND EDN) Joan Dean THE SKILLS OF PRIMARY SCHOOL MANAGEMENT Les Bell and Chris Rhodes LIBERATING THE LEARNER Edited by Guy Claxton, Terry Atkinson, Marilyn Osborn and Mike Wallace MANAGING PARTNERSHIP IN TEACHER TRAINING AND DEVELOPMENT Edited by Hazel Bines and John M.Welton CREATING AN EXCELLENT SCHOOL: SOME NEW MANAGEMENT TECHNIQUES Hedley Beare, Brian Caldwell and Ross Millikan TEACHER APPRAISAL Cyril and Doreen Poster MANAGING TEAMS IN SECONDARY SCHOOLS Les Bell EDUCATION FOR THE TWENTY-FIRST CENTURY Hedley Beare and Richard Slaughter PARENTS AND SCHOOLS: CUSTOMERS, MANAGERS OR PARTNERS? Edited by Pamela Munn SCHOOL-BASED MANAGEMENT AND SCHOOL EFFECTIVENESS Edited by Clive Dimmock EFFECTIVE SCHOOLING FOR THE COMMUNITY Tony Townsend MAKING GOOD SCHOOLS: LINKING SCHOOL EFFECTIVENESS AND SCHOOL IMPROVEMENT Edited by Robert Bollen, Bert Creemers, David Hopkins, Louise Stoll andNijs Lagerweij INNOVATIVE SCHOOL PRINCIPLES AND RESTRUCTURING Clive Dimmock and Tom O'Donoghue THE SELF MONITORING PRIMARY SCHOOL Edited by Pearl White and Cyril Poster MANAGING RESOURCES FOR SCHOOL IMPROVEMENT: CREATING A COST EFFECTIVE SCHOOL Hywel Thomas and Jane Martin iii SCHOOLS AT THE CENTRE: A STUDY OF DECENTRALISATION Alison Bullock and Hywel Thomas DEVELOPING EFFECTIVE SCHOOL MANAGEMENT Jack Dunham MEETING THE CHALLENGES OF PRIMARY SCHOOLING Edited by Lloyd Logan and Judyth Sachs RESTRUCTURING AND QUALITY IN TOMORROW’S SCHOOLS Edited by Tony Townsend THE ETHICAL SCHOOL Felicity Haynes MANAGING DISCIPLINE IN SCHOOLS Sonia Blandford London and New York First published 1998 by Routledge 11 New Fetter Lane, London EC4P 4EE This edition published in the Taylor & Francis e-Library, 2005. “To purchase your own copy of this or any of Taylor & Francis or Routledge’s collection of thousands of eBooks please go to www.eBookstore.tandf.co.uk.” Simultaneously published in the USA and Canada by Routledge 29 West 35th Street, New York, NY 10001 © 1998 Sonia Blandford The right of Sonia Blandford to be identified as the Author of this Work has been asserted by her in accordance with the Copyright, Designs and Patents Act 1988 All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. British Library Cataloguing in Publication Data A catalogue record for this book is available From the British Library Library of Congress Cataloguing in Publication Data Blandford, Sonia. Managing discipline in schools/Sonia Blandford. p. cm. Includes bibliographical references. ISBN 0-415-17491-0 1. School discipline—Great Britain. 2. Classroom management—Great Britain. I. Title. LB3012.4.G7B63 1998 371.30(cid:0) 941–dc21 97–43206 CIP ISBN 0-203-44999-1 Master e-book ISBN ISBN 0-203-75823-4 (Adobe eReader Format) ISBN 0-415-17491-0 (Print Edition) TO CHARLIE CONTENTS List of illustrations viii Foreword ix Preface x Acknowledgements xiii A note on the text xiv 1 Discipline: principles and practice 1 2 Government policy and legislation 9 3 Community 24 4 Management 37 5 Senior and middle managers 50 6 Classroom management 60 7 Support agencies 78 8 Alternative models 93 9 Good practice 105 10 Policy 125 11 Professional development 144 12 Self-evaluation 157 Appendices 167 Bibliography 178 Index 184 ILLUSTRATIONS FIGURES 3.1 Think Community plan 35 4.1 School management—external agencies 41 4.2 School management structure—large primary or secondary school 42 4.3 The planning process 46 5.1 Disruptive pupil—sequence of events 59 6.1 Stress levels 63 6.2 A model of stress levels 64 6.3 Classroom seating plan 75 7.1 Mission statement 81 9.1 The learning community—behaviour management 108 9.2 Behaviour management plan 110 9.3 Student council structure 121 11.1 Staff development model 147 11.2 A model of mentoring 151 TABLES 5.1 The effects of the Education Reform Act (ERA) on school 51 management 6.1 Classroom disruption 62 FOREWORD There has long been a need in the Routledge education management series for a book on the management of discipline. The general public believes, often reacting to incidents that make the headlines in the tabloid press, that there is a widespread breakdown in school discipline. Teachers respond by blaming the decline in family and societal values that makes their task in schools difficult, sometimes impossible. This book, written by a highly experienced teacher, now a valued member of a university School of Education, has as a basic tenet that it is counterproductive to spend time assigning blame. Schools need to devise strategies for the improvement of discipline and, essentially, involve all staff, governors, parents and the community in their implementation. The book has four outstanding merits. First, it ‘sees things as they are’, concerning itself with the issues faced by teachers and managers in schools and how they can be addressed. This does not mean that the author has ignored relevant research findings; indeed, their inclusion is a significant merit of the book, but not its central purpose. Second, the book abounds in tried and tested case studies and in details of a wide range of national and local schemes that promote practical responses to indiscipline in schools. Third, it covers complex matters, such as the procedures for statementing special educational needs or for the exclusion of pupils who can no longer be contained within the school, with precision, but also with concern for the pupil and the family as well as the teachers in the school. Fourth, the reader, whether primary or secondary, newly qualified or long experienced, will find a great deal of practical help, skilfully and clearly presented. Indeed, the readership should extend well beyond the practising teacher. Governors, LEA officers, student teachers and their university and college staff will be among the many who will benefit from the book. Cyril Poster Series editor

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The management of discipline is an essential element in educational practice, and at a time when teachers and managers are anxious about reported increases in violence and other forms of anti-social behavior there's a need for practical guidance and a review of current thinking. Based on the author'
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