Managing Discipline in Schools

Managing Discipline in Schools

Managing Discipline in Schools

Managing Discipline in Schools

Synopsis

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's experience and research in a range of secondary and elementary schools, this book presents accessible summaries of relevant legislation and guides the reader through management theories towards effective practice.

Excerpt

At a time when teachers and other professionals are increasingly worried about reported increases in violence in schools and other forms of anti-social behaviour there is a need to publish a book that addresses real needs and provides real solutions. The purpose of this book is, therefore, to provide a framework for the management of discipline in schools.

Teaching and learning are challenges which should be rewarded. By focusing on pupil and teacher needs, and the development of self-esteem the emphasis is on support and collegiality in schools. Teachers ‘need to know’ if they are to meet the demands of their pupils.

Chapter 1 defines discipline within the context of theory and practice. The chapter encompasses established literature enabling the reader to develop an understanding of the key issues. The chapter also engages in a discussion of key issues in this field—in particular school/community factors emanating from field research.

Chapter 2 introduces the reader to central government recommendations and statutory regulations for the management of discipline in schools. It details the findings and recommendations of the Elton Committee Report Discipline in Schools (DES 1989). The statutory requirements for pupils with special educational needs are also presented. These provide the reader with an insight into the provision for pupils who are identified as having emotional and behavioural needs. The Code of Practice (DfE 1994a) is also a source of guidance for teachers on how to manage pupils who are disruptive in their classrooms. This multi-agency approach is advocated in the 1997 White Paper Excellence in Schools (DfEE 1997a), details of which conclude the chapter.

Chapter 3 defines the school as a community. There is a critical discussion on school ethos and suggestions to managers on how to relate a school vision to practice. The reader is also advised on how to create and maintain teams within the school community and how the school can enhance its standing in the local community.

Chapter 4 focuses on the key principles of education management that relate to the management of discipline in schools. Planning and communication strategies are provided following a discussion on the function of management in schools.

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