Journal Cover
GUEST EDITORIAL
John Bayley
There was a time when the term ‘behaviour' related to behaviour management and behaviour management mainly meant getting children to sit still and listen and to behave co-operatively. Many of the approaches and skills generated in that period, such as focusing on target behaviour, using rewards and behaving in an assertive manner, are still staple skills for the classroom teacher and will be dusted down again at the outset of the new school year as teachers seek to establish their authority and build relationships with classes old and new.
However, times have moved on and probably the most important new understanding in this field is the intimate connection between behaviour and learning. Actively engaged children behave well, and children who are taught learning behaviours are able to engage more actively with their learning. As our understanding of the way children learn has developed we have realised that it is teachers who talk too much and that rather than ‘sit still and listen', we want young people to be active and vocal participants in lessons. Outstanding lessons need outstanding learners. Students need to know how to work co-operatively in groups, to assess the effectiveness of lessons and to assist in planning the way lessons are to be taught, and teachers need to show them how to do all this.
John Bayley
The full editorial is available in the journal
In this issue
Using art with vulnerable children
STEVI CUMMING, JOHN VISSER
The inclusion of pupils perceived as having social and emotional behavioural difficulties in mainstream schools: a focus upon learning
JOAN MOWAT
The effect of light intensity and noise on the classroom behaviour of pupils with Asperger syndrome
BERNHARD MENZINGER, ROBIN JACKSON
How effective is parental prosecution as a method of improving school attendance among primary-aged children?
CAROLINE WRIGHT
Darren: a case study in school-college liaison
ANDREW SMITH
The role of National Strategy Behaviour and Attendance consultants with regard to training and professional development in special educational needs
BARRY FROST
The nature of teacher authority and teacher expertise
JULIAN G. ELLIOTT
Article Id :
16114
Date Posted:
10/12/2009