School of Education Division of Teaching and Learning: Compiled By: DR Kainaro Kravia 2019

School of Education
Division of Teaching and Learning
EDY 2312/5312 MANAGING

BEHAVIOUR IN SCHOOLS
STUDY GUIDE [Semester 1, 2019]
Compiled by:
Dr Kainaro Kravia
2019
Contents
SECTION ONE COURSE OVERVIEW
Preamble ……………………………………………………………………….. 3
Course Title ………………….................................................................................. 4
Time Frame ............................................................................................................... 4
Course Description ……………………………………………………………………….. 4
Learning Outcomes ................................................................................................................ 4
Course Content ………………………………………………………………………… 4
Teaching and Learning Strategies ………………………………………………………… 5
Assessments ............................................................................................................... 5
The Icons ………………………………………………………………………………… 6
SECTION TWO WEEKLY CONTENT
Week 1 Introduction and course overview ………………………................. 7

Week 2 Behaviour Formation ........................................................................... 8
Week 3 Major Theories of Human Behaviour Development ............................ 10
Week 4 Behaviour Management ....................................................................... 17
Week 5 Stakeholders’ Responsibilities …......................................................... 19
Week 6 Panel Discussion ................................................................................. 24
Week 7 Stand and Deliver ................................................................................. 26
Week 8 National Department of Education Strategies ....................................... 27
Week 9 Assertive Discipline .............................................................................. 29
Week 10 Guidance and Counselling .................................................................... 30
Week 11 Behaviour Management Policy ............................................................. 31
Week 12 Children’s Rights and Responsibilities ................................................. 34
Week 13 Subculture and Generation Practices in Schools …………….………. 38
SECTION THREE RESOURCES
References ............................................................................................................................. 43
Appendices …………………………………………………………………………………. 45
2
Section One Course Overview
Preamble
Managing behaviour in schools requires a whole-school approach to creating an environment to

promote positive behaviour and reduce opportunities for poor behaviour. Behaviour management is
also about responding to poor behaviour in a way that not only allows students to take responsibility
for their own behaviour but provides them with an opportunity to learn and change. The quality of
behaviour management can be significantly improved and the social and learning environment of a
school is enhanced if a whole-school approach is developed. A whole-school approach to behaviour
management requires the collaborative effort of all stakeholders towards developing suitable school
rules, establishing reasonable discipline processes, constructing functional classroom management,
implementing useful praise and reward schemes, providing effective school management, counselling
and welfare support systems.
When considering the development of behaviour management approaches in Papua New

Guinea (PNG) schools, it is important to understand that PNG is the most culturally
diverse nation on earth with over 800 languages and different cultural groups. The country
is continually confronted with highly pronounced issues, such as agricultural based
economy with approximately 80% of the its population living in rural areas, very high
illiteracy rate, extremely low income per capita, very low human development index and a
developing economy with high unemployment rate and approximately one third of the
population live in extreme poverty. As a result, headteachers and teachers are confronted
with student behavioural issues that require behaviour management systems developed by
integrating culturally appropriate and internationally reasonable whole-school approaches.
Headteachers and teachers play a central role in promoting positive student behaviour in schools and
need support to continue to respond to the increasing numbers of students and student issues in the
schools. Headteachers and teachers deal with issues that affect student behaviour, such as bullying,
drug and alcohol use, family breakdown, child abuse, and school fights. They need to understand the
basic concepts and strategies involved in behaviour management, thus, they should aim to:
• Create a positive and safe environment conducive for learning

• Promote a culture based on achievement, care and support
• Enable students to work in an atmosphere of security, respect and trust
• Have an ordered, purposeful atmosphere in all learning contexts
• Encourage students to take responsibility for their actions
• Train students to become responsible citizens of their communities and the nation.
Course Title: Managing Behaviour in Schools
Course Code: EDY 2312/5312
Credit Points: 15
Course Lecturer: Dr Kainaro Kravia
3
Time Frame and Work Load
This is a 15 Credit Point course. This course will cover 13-weeks (one semester). There is one hour allocated
for lectures and 2 hours allocated for tutorials each week. In addition students are expected to commit
approximately 10 hours each week for research, projects and assessment to complete this course competently.
Therefore you are expected to work extremely hard to meet the course requirements.
Course Description
The overall aim of this course is to provide the opportunity for students to explore the basic
approaches in managing student behaviour in schools. The course endeavours to begin a paradigm
shift in student behaviour management. It introduces them to the challenges that a diverse learning
population brings to a school and/or classroom setting as they explore key behaviour theories, models
and strategies of student behaviour formation and management. They will analyse evidence-based
strategies and models of managing behaviour and adapt them to specific PNG classroom/school
contexts. The National Department of Education’s (NDoE) Behaviour Management Policy (BMP)
(2009) and United Nations’ rights of children policy are also analysed to provide the basis for
effective behaviour management in schools. Their school experiences as teachers are critical as they
provide the background to student behaviour management.
Learning Outcomes
On completion of EDY 2312/5312, students should be able to:
 Relate behavioural theories to student behaviour formation

 Understand the principles of a whole-school approach to behaviour management.
 Engage effective strategies to promote positive student behaviour.
 Employ effective intervention strategies in respond to poor student behaviour.
 Plan the development and implementation of a school behaviour management policy
 Analyse the NDOE School Behaviour Management Policy and UN Children right policy
Course Content
This course aims to cover the following contents:
 Behaviour Formation Theories

 Evidence-based behaviour management approaches
 The National Department of Education Behaviour Management Policy (2009)
 United Nations Children Rights policy
 Students’ behaviour issues and patterns
 Teachers’ issues pertaining to student behaviour management
 Practising teachers’ perceptions of behaviour management issues
 Assertive Discipline
 School Counselling
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Teaching and Learning Strategies
Teaching strategies will involve interactive lectures, demonstrations, observations, group discussions
and presentations, classroom observations and research. Weekly required readings will be uploaded in
the Student Server.
Assessments
There are four (4) assessment tasks that you will complete for this course.
Task 1: Group Project
Type: Research
Weighting: 40 marks
Due Date: Friday 4pm Week 5
Task 1 description
You will work in groups of three (3) to produce a report on behaviour management practices used by
various institutions in the local community. The institutions will be designated to you during one of
the tutorials. Further details of the task will also be provided.
Task 2 Open Book Test

Type: Test
Weighting: 60 marks
Due Date: Mid-Semester Break
Task 2 description
You will do an Open Book Test during the Mid- Semester Break. The test will be based on the lecture
topics covered from the beginning to the Mid-Semester Break.
Task 3 – Examination
Type: Selected Topics/Readings
Due Date: Exam week
Weight: 100 marks
Task 3 description
You will have an Examination during the Exam Week at the end of the Semester. The Exam will be
based on the lecture topics covered from the beginning to the last week of the Semester.
Task 4 – Professionalism
Type: Attire, Punctuality and Participation
Due Date: Weekly monitoring
Weight: 20 marks
Task 4 Description
Your journey to becoming a professional teacher begins here. is critical to remember that you will
practice in your school what you practice here. Being punctual, presentable and your meaningful
participation in class activities are critical in this journey.
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The Icons
The following icons are used throughout this course guide. They describe certain activities you need
to do. Therefore, you are advised to take note of them.
 This ‘discussion’ icon directs you to discuss with your friends or

course mates readings or issues relating to the course and/or week’s
readings.
 This ‘reading’ icon informs you of the required and/or suggested

readings for the week. It is important you read them with and open
and critical mind. Readings will be discussed in class.
 This ‘written work’ icon specifies the week’s activities you are
expected to complete. Give adequate time to activities specified for
the week.
 This ‘self-check’ icon reminds you to review of your completed

work/readings.
 This ‘tip(s)’ icon provides you with some tips to complete tasks such
as assignments, tests, activities etc.
 This ‘exercise(s)’ icon presents exercises that will be completed in

class.
 This ‘assessment’ icon highlights important information concerning

your assessable tasks.
Resources/Readings
Required weekly reading reference and appendices can be accessed in the Section Three of this course
guide and the student server. Take time to read them and attend classes prepared.
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Section Two Weekly Content
Week 1 – Orientation to EDY 2312/5312 and Course Overview
Outcomes: You will have:

 Been introduced to the course details and assessment requirements.
[Source: Google Free Images, 2017]
W elcome to EDY 2312/5312. This week is the introductory week. It begins our 2018-2019
PGDE/PVTE by Lahara. From the outset, you are reminded to approach this course with an open and
critical mind, ready to engage constructively with other course participants during this Lahara. This
positive attitude will allow you to complete the assigned tasks and activities with relative ease. You
are also encouraged to develop ‘independence and maturity’ and think at a level that reflects critical
and analytical thinking. Make time available to read recommended readings plus other related
resources to enhance your knowledge of the course.
Discussion
Take some time this week to reflect on your days as a child in your family unit
and or as a student.
 How was your behaviour like? Has it changed? If so, how? If not, why?
 Make a list of five things you would like to learn in this course this
semester. Your school experiences are very important.
Readings
We commence the session with the course outline. Take note of the topics to
be covered this Lahara. You will find each week’s required readings in the
appendix. The readings should begin your extra study.
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Week 2 – Behaviour Formation (Psychological Perspectives)

 Described the traditional approaches to behaviour formation,
 Identified the key concepts related to student behaviour formation, and
 Discussed how these ‘traditional theories’ apply to PNG schools.
 Described the concept of ‘Expectations’ and the underlying principles of Social Learning, and
Self-filling Prophecy and their impact on students’ behaviour formation.
We use many principles of psychology every day and don’t even realize it. When we spank a child for
doing something wrong, we are utilizing the principle of punishment. When we get nervous right
before a big speech, we are activating our nervous system. When we talk to ourselves in our heads,
telling ourselves to ‘calm down’, ‘work harder’ or ‘give up’, we are utilising cognitive approaches to
change our behaviour and emotions. Hence, this week’s lecture and readings are designed to give you
a general idea of how psychology explains how behaviour develops and how teachers can use
psychological principles to manage their students’ behaviour. The basic theories and principles aim to
help you to understand your students’ behaviour and how you can influence them.
Behaviourism is the study of the relationship between our environment and our behaviour (Carlson,
2004). It has been closely linked to learning for many years. For example, a key concept of
behaviourism – the concept of reinforcement (of something positive following an event that increases
the likelihood this behaviour will happen again) – is evident in all educational settings, from the smile
of approval in an elementary classroom to the awarding of degrees at the higher levels (Surgenor,
2010). While considered less favourably than the more modern cognitivist and constuctivist theories,
behaviourism continues to be influential in teaching and learning in higher education. Behaviourism
is also considered a ‘school of thought’ that considers how we learn in the real world (Carlson, 2000).
Behaviourism is associated with Pavlov in Russia and with Edward Thorndike, John B. Watson and
B. F. Skinner in the United States. It assumes that learning occurs through a person’s interactions with
his or her environment. Two other assumptions of this theory are that the environment shapes our
behaviour and that mental states such as thoughts, feelings and emotions do not explain behaviour.
For instance, when you are hungry, you go to the market to buy some food. Behaviourism considers
this behaviour (going to the market) as the basis to explain your behaviour and not the reason
(hunger) that influenced this behaviour. Classical conditioning (CC) by Ivan Pavlov is another best-
known aspect of this theory. CC is a learning process that occurs through associations between an
environmental stimulus and a naturally occurring stimulus. In order to understand how CC works, it is
important to be familiar with its basic principles. CC is relatively simple to understand because it
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relies only on observable behaviour and describes several laws of behaviour (McInerney &
McInerney, 2002).
Burrhus Frederic Skinner’s work further advanced behaviourism as a means to understand behaviour.
His idea – operant conditioning (OC) – is a function of experiencing consequences of certain
behaviour (Carlson, 2002). He conducted research on shaping behaviour through positive and
negative reinforcement and demonstrated OC as a behaviour modification technique compared to CC.
His early subjects were rats used in a ‘Skinner Box’. Skinner did not advocate the use of punishment
although it was part of his research. His main focus was to target behaviour and see that consequences
deliver appropriate responses (Lefrancois, 2000). He also came up with the example of a child's
refusal to go to school and that the focus should be on what is causing the child's refusal, not
necessarily the refusal itself. His research suggested that punishment was an ineffective way of
controlling behaviour, leading generally to short-term behaviour change, but resulting mostly in the
subject attempting to avoid the punishing stimulus instead of avoiding the behaviour that was causing
punishment. A simple example of this, he believed, was the failure of prisons to eliminate criminal
behaviour. If prison (as a punishing stimulus) was effective at changing behaviour, there would be no
criminal behaviour, since the risk of imprisonment for criminal conduct is well established (Biggs &
Telfer, 1997). However, he noted that individuals still commit offences, but attempt to avoid
discovery and therefore punishment. He noted that the punishing stimulus does not stop criminal
behaviour; the criminal simply becomes more sophisticated at avoiding the punishment. Hence, do
you think you (or your students) have become ‘complicated’ thus avoiding punishment? He stressed
that reinforcement – both positive and negative – can be effective in changing in behaviour. It is
important not to confuse negative reinforcement with punishment.
An organism (human and animals) is more likely to emit behaviour (does something) if the
consequences of that behaviour are rewarding (Lefrancois, 2000). In other words, what counts as
reinforcement (rewards), is based on the evidence of the repeated behaviour. Skinner suggested that
learning is a function of change in overt behaviour. Changes in behaviour are the result of an
individual's response to events (stimuli) that occur in the environment. A response produces a
consequence such as doing an exercise, hitting a ball or solving a math problem. When a particular
stimulus-response (S-R) pattern is reinforced (rewarded), you are conditioned to respond (McInerney
& McInerney, 2002; Lefrancois, 2000). Reinforcement is the key element in OC. A reinforcer is
anything that strengthens the desired response (McInerney & McInerney, 2002; Lefrancois, 2000). It
could be verbal praise, a good grade or a feeling of increased accomplishment or satisfaction. The
theory also covers negative reinforcers which is different from punishment. A great deal of attention
was given to schedules of reinforcement and their effects on establishing and maintaining behaviour.
In essence, behaviourism is used by teachers as they reward or punish student behaviour.
Discussion on article 1:
 How did your teachers manage your behaviour?
 What difference will you make or have made (if you have been teaching) in
managing your students behaviour?
Exercise in tutorial:
 How do you differentiate between accepted and unaccepted behaviour?
 What is the difference between punishment and discipline?
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Week 3– Major Theories of Human Behaviour Development

 Identified the major theories of human development
 Discussed the contributions of renowned psychologists’ towards human development.
 Identified how the theories contribute to human behaviour development.
Sources: https://psychologenie.com/operant-conditioning-examples
Child Development Theories and Examples

Some Key Ideas about How Children Grow and Develop
By Kendra Cherry | Reviewed by Steven Gans, MD. 2017
https://www.verywellmind.com/child-development-theories-2795068
Child development theories focus on explaining how children change and grow over the course of
childhood. Such theories centre on various aspects of development including social, emotional, and
cognitive growth.
The study of human development is a rich and varied subject. We all have personal experience with
development, but it is sometimes difficult to understand how and why people grow, learn, and act as
they do.
Why do children behave in certain ways? Is their behaviour related to their age, family relationships,
or individual temperaments? Developmental psychologists strive to answer such questions as well as
to understand, explain, and predict behaviours that occur throughout the lifespan.
In order to understand human development, a number of different theories of child development have
arisen to explain various aspects of human growth.
Child Development Theories: A Background
Theories of development provide a framework for thinking about human growth and learning. But
why do we study development? What can we learn from psychological theories of development? If
you have ever wondered about what motivates human thought and behaviour, understanding these
theories can provide useful insight into individuals and society.
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Our Understanding of Child Development Has Changed Over the Years
Child development that occurs from birth to adulthood was largely ignored throughout much of
human history. Children were often viewed simply as small versions of adults and little attention was
paid to the many advances in cognitive abilities, language usage, and physical growth that occur
during childhood and adolescence.
Interest in the field of child development finally began to emerge early in the 20th century, but it
tended to focus on abnormal behaviour. Eventually, researchers became increasingly interested in
other topics including typical child development as well as the influences on development.
Studying Child Development Allows Us to Understand the Many Changes That Take Place
Why is it important to study how children grow, learn and change? An understanding of child
development is essential because it allows us to fully appreciate the cognitive, emotional, physical,
social, and educational growth that children go through from birth and into early adulthood. Some of
the major theories of child development are known as grand theories; they attempt to describe every
aspect of development, often using a stage approach. Others are known as mini-theories; they instead
focus only on a fairly limited aspect of development such as cognitive or social growth.
The following are just a few of the many child development theories that have been proposed by
theorists and researchers. More recent theories outline the developmental stages of children and
identify the typical ages at which these growth milestones occur.
Freud's Psychosexual Developmental Theory
Psychoanalytic theory originated with the work of Sigmund Freud. Through his clinical work with
patients suffering from mental illness, Freud came to believe that childhood experiences
and unconscious desires influenced behaviour. According to Freud, conflicts that occur during each of
these stages can have a lifelong influence on personality and behaviour.
Freud proposed one of the best-known grand theories of child development. According to Freud’s
psychosexual theory, child development occurs in a series of stages focused on different pleasure
areas of the body. During each stage, the child encounters conflicts that play a significant role in the
course of development.
His theory suggested that the energy of the libido was focused on different erogenous zones at
specific stages. Failure to progress through a stage can result in a fixation at that point in
development, which Freud believed could have an influence on adult behaviour.
So what happens as children complete each stage? And what might result if a child does poorly during
a particular point in development? Successfully completing each stage leads to the development of a
healthy adult personality. Failing to resolve the conflicts of a particular stage can result in fixations
that can then have an influence on adult behaviour.
While some other child development theories suggest that personality continues to change and grow
over the entire lifetime, Freud believed that it was early experiences that played the greatest role in
shaping development. According to Freud, personality is largely set in stone by the age of five.
Erikson's Psychosocial Developmental Theory
Psychoanalytic theory was an enormously influential force during the first half of the twentieth
century. Those inspired and influenced by Freud went on to expand upon Freud's ideas and develop
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theories of their own. Of these neo-Freudians, Erik Erikson's ideas have become perhaps the best
known.
Erikson's eight-stage theory of psychosocial development describes growth and change throughout
life, focusing on social interaction and conflicts that arise during different stages of development.
While Erikson’s theory of psychosocial development shared some similarities with Freud's, it is
dramatically different in many ways. Rather than focusing on sexual interest as a driving force in
development, Erikson believed that social interaction and experience played decisive roles.
His eight-stage theory of human development described this process from infancy through death.
During each stage, people are faced with a developmental conflict that impacts later functioning and
further growth.
Unlike many other developmental theories, Erik Erikson's psychosocial theory focuses on
development across the entire lifespan. At each stage, children and adults face a developmental crisis
that serves as a major turning point. Successfully managing the challenges of each stage leads to the
emergence of a lifelong psychological virtue.
Behavioural Child Development Theories
During the first half of the twentieth century, a new school of thought known as behaviourism rose to
become a dominant force within psychology. Behaviourists believed that psychology needed to focus
only on observable and quantifiable behaviours in order to become a more scientific discipline.
According to the behavioural perspective, all human behaviour can be described in terms of
environmental influences. Some behaviourists, such as John B. Watson and B.F. Skinner, insisted that
learning occurs purely through processes of association and reinforcement.
Behavioural theories of child development focus on how environmental interaction influences

behaviour and are based on the theories of theorists such as John B. Watson, Ivan Pavlov, and B. F.
Skinner. These theories deal only with observable behaviours. Development is considered a reaction
to rewards, punishments, stimuli and reinforcement.
This theory differs considerably from other child development theories because it gives no
consideration to internal thoughts or feelings. Instead, it focuses purely on how experience shapes
who we are.
Two important types of learning that emerged from this approach to development are that classical
conditioning and operant conditioning. Classical conditioning involves learning by pairing a naturally
occurring stimulus with a previously neutral stimulus. Operant conditioning utilizes reinforcement
and punishment to modify behaviours.
Piaget's Cognitive Developmental Theory
Cognitive theory is concerned with the development of a person's thought processes. It also looks at
how these thought processes influence how we understand and interact with the world. Piaget
proposed an idea that seems obvious now, but helped revolutionize how we think about child
development: Children think differently than adults.
Theorist Jean Piaget proposed one of the most influential theories of cognitive development. His
cognitive theory seeks to describe and explain the development of thought processes and mental
states. It also looks at how these thought processes influence the way we understand and interact with
the world.
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Piaget then proposed a theory of cognitive development to account for the steps and sequence of
children's intellectual development:
 The Sensorimotor Stage: A period of time between birth and age two during which an infant's
knowledge of the world is limited to his or her sensory perceptions and motor activities. Behaviours
are limited to simple motor responses caused by sensory stimuli.
 The Preoperational Stage: A period between ages 2 and 6 during which a child learns to use language.
During this stage, children do not yet understand concrete logic, cannot mentally manipulate
information and are unable to take the point of view of other people.
 The Concrete Operational Stage: A period between ages 7 and 11 during which children gain a better
understanding of mental operations. Children begin thinking logically about concrete events, but have
difficulty understanding abstract or hypothetical concepts.
 The Formal Operational Stage: A period between age 12 to adulthood when people develop the ability
to think about abstract concepts. Skills such as logical thought, deductive reasoning, and systematic
planning also emerge during this stage.
Bowlby's Attachment Theory
There is a great deal of research on the social development of children. John Bowbly proposed one of
the earliest theories of social development. Bowlby believed that early relationships with caregivers
play a major role in child development and continue to influence social relationships throughout life.
Bowlby's attachment theory suggested that children are born with an innate need to form attachments.
Such attachments aid in survival by ensuring that the child receives care and protection. Not only that,
but these attachments are characterized by clear behavioural and motivational patterns. In other
words, both children and caregivers engage in behaviours designed to ensure proximity. Children
strive to stay close and connected to their caregivers who in turn provide safe haven and a secure base
for exploration.
Researchers have also expanded upon Bowlby's original work and have suggested that a number of
different attachment styles exist. Children who receive consistent support and care are more likely to
develop a secure attachment style, while those who receive less reliable care may develop an
ambivalent, avoidant, or disorganized style.
Bandura's Social Learning Theory
Social learning theory is based on the work of psychologist Albert Bandura. Bandura believed that the
conditioning and reinforcement process could not sufficiently explain all of human learning. For
example, how can the conditioning process account for learned behaviours that have not been
reinforced through classical or operant conditioning?
According to social learning theory, behaviours can also be learned through observation and
modelling. By observing the actions of others, including parents and peers, children develop new
skills and acquire new information.
Bandura's child development theory suggests that observation plays a critical role in learning, but this
observation does not necessarily need to take the form of watching a live model. Instead, people can
also learn by listening to verbal instructions about how to perform a behaviour as well as through
observing either real or fictional characters display behaviours in books or films.
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Vygotsky's Sociocultural Theory
Another psychologist named Lev Vygotsky proposed a seminal learning theory that has gone on to
become very influential, especially in the field of education. Like Piaget, Vygotsky believed that
children learn actively and through hands-on experiences. His sociocultural theory also suggested that
parents, caregivers, peers and the culture at large were responsible for developing higher order
functions.
In Vygotsky's view, learning is an inherently social process. Through interacting with others, learning
becomes integrated into an individual's understanding of the world. This child development theory
also introduced the concept of the zone of proximal development, which is the gap between what a
person can do with help and what they can do on their own. It is with the help of more knowledgeable
others that people are able to progressively learn and increase their skills and scope of understanding.
Bronfenbrenner’s Ecological Systems Theory
American psychologist, Urie Bronfenbrenner, formulated the Ecological Systems Theory to explain
how the inherent qualities of a child and his environment interact to influence how he will grow and
develop. Through the Bronfenbrenner Ecological Theory, Bronfenbrenner stressed the importance of
studying a child in the context of multiple environments, also known as ecological systems in the
attempt to understand his development.
A child typically finds himself simultaneously enmeshed in different ecosystems, from the most
intimate home ecological system moving outward to the larger school system and the most expansive
system which is society and culture. Each of these systems inevitably interacts with and influences
each other in every aspect of the child’s life.
The Urie Bronfenbrenner model organizes contexts of development into five levels of external
influence. The levels are categorized from the most intimate level to the broadest.
The microsystem is the smallest and most immediate environment in which the child lives. As such, the
microsystem comprises the daily home, school, and peer group or community environment of the child.
Interactions within the microsystem typically involve personal relationships with family members,
classmates, teachers and caregivers, in which influences go back and forth. How these groups or
individuals interact with the child will affect how the child grows. Similarly, how the child reacts to
people in his microsystem will also influence how they treat the child in return. More nurturing and
more supportive interactions and relationships will understandably foster the child’s improved
development.
The mesosystem encompasses the interaction of the different microsystems which the developing child
finds him in. It is, in essence, a system of microsystems and as such, involves linkages between home
and school, between peer group and family, or between family and church.
If a child’s parents are actively involved in the friendships of their child, invite friends over to their
house and spend time with them, then the child’s development is affected positively through harmony
and like-mindedness. However, if the child’s parents dislike their child’s peers and openly criticize
them, then the child experiences disequilibrium and conflicting emotions, probably affecting his
development negatively.
The exosystem pertains to the linkages that may exist between two or more settings, one of which may
not contain the developing child but affects him indirectly nonetheless. Other people and places which
the child may not directly interact with but may still have an effect on the child, comprise the exosystem.
Such places and people may include the parents’ workplaces, the larger neighbourhood, and extended
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family members. For example, a father who is continually passed up for promotion by an indifferent
boss at the workplace may take it out on his children and mistreat them at home.
The macrosystem is the largest and most distant collection of people and places to the child that still
exercises significant influence on the child. It is composed of the child’s cultural patterns and values,
specifically the child’s dominant beliefs and ideas, as well as political and economic systems. Children
in war-torn areas, for example, will experience a different kind of development than children in
communities where peace reigns.
The chronosystem adds the useful dimension of time, which demonstrates the influence of both change
and constancy in the child’s environment. The chronosystem may thus include a change in family
structure, address, parent’s employment status, in addition to immense society changes such as
economic cycles and wars.
By studying the different systems that simultaneously influence a child, the Bronfenbrenner’s
Ecological Theory is able to demonstrate the diversity of interrelated influences on the child’s
development. Awareness of contexts can sensitize us to variations in the way a child may act in
different settings.
For example, a child who frequently bullies smaller children at school may portray the role of a terrified
victim at home. Due to these variations, adults concerned with the care of a particular child should pay
close attention to behaviour in different settings or contexts and to the quality and type of connections
that exist between these contexts.
source: https://www.google.com/search?q=bronfenbrenner+ecological+systems+theory+diagram&rlz
As you can see, some of psychology's best-known thinkers have developed theories to help explore
and explain different aspects of child development. While not all of these theories are fully accepted
today, they all had an important influence on our understanding of child development. Today,
contemporary psychologists often draw on a variety of theories and perspectives in order to
understand how kids grow, behave, and think.
These theories represent just a few of the different ways of thinking about child develop-ment. In
reality, fully understanding how children change and grow over the course of child-hood requires
looking at many different factors that influence physical and psychological growth. Genes, the
environment, and the interactions between these two forces determine how kids grow physically as
well as mentally.
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Sources:
Berk, L.E. 2009. Child Development. 8th ed. USA: Pearson Education, Inc;.
Shute, R.H & Slee, P.T. 2015. Child Development Theories and Critical Perspectives, 2nd ed. New York: Rout.
HTTPS://WWW.PSYCHOLOGYNOTESHQ.COM/BRONFENBRENNER-ECOLOGICAL-THEORY/
Discussion:
 Discuss the different theories and how they relate to human behaviour.
 Use the Ecological Systems theory to assist you with your assignment.
Readings:
 Psychological Theories
 Social Cultural Theories
 Behavioral Theories
 Biological Theories
 Ecological Systems Theory
 Read notes provided as Appendix 1
 Major Concepts and DEFINITIONS:

Theory—interrelated sets of concepts and propositions, organized into a deductive
system to explain relationships about certain aspects of the world (e.g., the theories listed
below).

Perspective—an emphasis or point of view; concepts at an earlier level of development
(e.g., a “strengths perspective”) or at a broader and higher level of abstraction (e.g., a
“humanistic perspective” or a “developmental perspective”)

Practice Model—a guide for practitioner interaction that operationalizes theory; includes
concrete actions and techniques (note: some theories have more well-developed practice
models than others)

Dimension—a feature that can be focused on individually or separately, but can only be
understood in relation to other features (as in “dimensions of human behaviour” or a “multi-
dimensional approach” to human behaviour).
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Week 4 – Behaviour Management

 Defined the key concepts in ‘behaviour’ and ‘management’, and
 Identified the teachers’ and students’ roles in behaviour management.
Behaviour can be defined as the way how we act. Behaviour can also be defined as goal oriented
activities we undertake to serve a purpose (Carlson, 2004). Schools play a crucial role in shaping
young people’s behaviour. It is the ongoing social interactions that enable students to learn about
themselves and how to become accepted and competent members of their social worlds (Wentzel,
1999). The school is at the heart of this process; it is in the school that children grow in knowledge,
morality, their abilities to relate to others, their concepts of community and the ability to live life to
the full. It is in the school that the future of our societies gains formation and direction (McAdam &
Lang, 2003). The way in which a school manages its students will have an impact on their sense of
belonging, their level of engagement and their achievements.
“Behaviour management is an aspect of school and classroom management that deals with reducing
or eliminating problem behaviours and/or introducing or increasing desirable behaviours (Bursztyn,
2007). It is important that student behaviour is managed or else the classroom instruction can be
compromised by behavioural issues. Behaviour management is critical to creating a positive learning
environment for students. The issue of how to manage student behaviour in schools has been around
as long as there have been schools (Bursztyn, 2007; Osterman, 2000). Behaviour management has
been and still is the chief concern of educators (Garland, Garland & Vasquez, 2013). When students
misbehave, they learn less and keep their peers from learning. This means that classroom behaviour
problems take up teachers’ time and disrupt classroom and school activities. In fact, the difficulty in
managing student behaviour is cited as a factor associated with teacher burnout and dissatisfaction.
The use of better classroom management approaches creates effective classroom environments for
both students and teachers (Westling, 2010).
Societal changes have to a large extent impacted behaviour management in schools. Wilkinson and
Meiers (2007) argue that an overview of the history of behaviour management in classrooms traces a
range of approaches, often negative, from corporal punishment to the work of the behavioural
theorists of the 20th Century. These theorists still influence contemporary thinking about how we
develop out behaviour. A general trend today in the field of behaviour management studies is an
emphasis on the avoidance of coercive styles of behaviour management (Wilkinson & Meiers, 2007).
The adoption of non-coercive management styles does not mean that you (the teacher) is no longer ‘in
charge’. It suggests a clear distinction between ‘authoritarian’ and ‘authoritative’ behaviour
17
management approaches. Clearly, the latter has been found to underpin improved social and academic
outcomes for students. Effective behaviour management is an important factor in creating positive
learning communities (Nelson, Martella & Marchand-Martella, 2002). Some schools struggle to meet
the needs of students with challenging behaviours. While these students generally make up a small
percentage of students, addressing their needs can require a large amount of school time and
resources. They are also more likely to experience dropout, academic failure, criminal activity,
unemployment and other negative outcomes evident in our society today (Wilkinson & Meiers, 2007;
Nelson, Martella, & Marchand-Martella, 2002).
Discussion
 How did your teachers manage your behaviour? What difference will
you make or have made (if you have been teaching) in managing your
students behaviour?
Readings
 Behaviour Modification (UNESCO, 2000) [selected pages]
 Read article provided as Appendix 2
Assessment Task One - Group project:
 You will do a case study in groups of three students each. Detail of the project
will be provided during tutorials.
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Week 5 – Stakeholders’ Responsibilities
 Identified the relevant stakeholders that are influential in student behaviour management.
 Discussed the different responsibilities each stakeholder has in student behaviour
management.
Introduction
The Department of Education is determined to support schools to effectively manage student behaviour. This
policy provides the foundation for ways in which stakeholders can work together to guide and improve student
behaviour. It also sets out a framework to assist schools in resolving those student issues that require
disciplinary actions.
School behaviour management is more than just school rules, code of conduct, punishments and counselling. It
also involves effective classroom management, a safe working environment, praise and rewards, clear
communication, participation by all stakeholders, life skills training, sharing best practice, assertive discipline,
good planning and qualified professional staff. Effective behaviour management is a whole school approach that
develops positive social and emotional behaviour in students, thus reduces the potential for poor and antisocial
behaviour occurring. This includes the proper use of mobile phones and other ICT devices such as laptops,
computers, video cameras, iPad and other related devices.
The responsibilities of different stakeholders in implementing the policy
1. The responsibilities of students
The students are the most important stakeholders in upholding and maintaining good behaviour in schools.
The students have the responsibility to:
 Follow the school rules as stated in the school behaviour management policy.
 Take responsibility for their own behaviour and learn from their mistakes.
 Say ‘no’ to risky or illegal behaviours.
 Respect the learning and rights of others.
 Contribute to developing and reviewing of behaviour management policy and code of conduct.
 Understand the policy, the expectations and abide by it.
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2. The responsibilities of parents and guardians
Parents and guardians have a vital role to play in the education of their children and are the first teachers of
good behaviour and positive values. Student behaviour problems in schools are often linked to their home
environment. Parents and guardians have the responsibility to:
2.1 Raise children in a safe, healthy and caring home:
 Provide food, water, clothing, shelter, love, appropriate discipline and counselling to their children.
 Raise children in a home free from violence, fear, drugs, alcohol and all forms of abuse.
 Ensure their children have access to quality education.
 Provide a home with time for work and play. There should be a place for children to study.
 Provide a conducive home learning environment that promotes respect and healthy studying habits
2.2 Build the foundation for good behaviour:
 Be a good role model

 Treat all children under their care equally with respect
 Value all children: praise and encourage their strengths and good behaviour.
 Teach acceptable behaviour in a non-violent, loving and consistent way.
 Help students to understand and appreciate key values.
 Teach them good morals, ethics and customs.
2.3 Support education and behaviour management in schools:
 Ensure the safety and good behaviour of their children to and from school.
 Meet regularly with the child’s teacher and discuss the child’s behaviour issues and progress,
 Report any problem that would affect the child to the teacher or head teacher/principal quickly.
 Support decisions of schools against students’ behaviour.
 Use proper procedures for appeal when there is disagreement about any school decision
 Contribute to the development, implementation and the review of the school behaviour management
policy and school code of conduct
3. The responsibilities of communities

Children’s behaviour reflects the community they are raised. Therefore the community has a responsibility to
help young people develop into responsible citizens. The communities have the responsibility to:
3.1 Build a safe and healthy environment for students:
 Protect all children against all forms of violence, bullying, abuse, cyber bullying, drugs, alcohol,
exploitation and child labour.
 Protect all children, especially girls from sexual harassment, rape, incest and sexual exploitation.
 Help children to resist harmful peer pressure.
 Teach children positive traditional values and customs which are beneficial to their development.
 Establish life skills activities for young people such as sports, scouts, girl guides and youth clubs.
3.2 Support education and behaviour management in schools:
 Ensure all children including those who are marginalised and with special needs to go to school.
 Respect and support the decision of the school when dealing with unacceptable behaviour.
 Encourage a culture of respect for school and public property.
 Participate in P&C meetings, SLIP and other school organised activities.
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4. The responsibilities of the Schools
The schools play a vital role in managing student behaviour. A well-managed school has fewer behavioural
problems and creates positive academic and behaviour results. The school has the responsibility to:
 Allocate adequate fund to promote good citizenship events.

 Engage trained and committed staff and provide professional development for them.
 Provide safe and conducive learning environment to promote good student-teacher relationship.
 Develop school code of conduct using the guidelines in the behaviour management policy
 Establish an active behaviour management committee with fair representation.
 Collaborate with parents and relevant stakeholders in the local community.
 Maintain student personal record cards, monitor their behaviour and academic development.
5. The responsibilities of teachers

Teachers have a duty of care to all students.. A well-prepared, knowledgeable, skilful and caring teacher will
have a well-behaved and well-managed class. Every teacher is responsible to:
5.1 Be a good behaviour role model
 Follow the Teaching Services Commission and PNGTA Teachers Code of Ethics.
 Be present to fully conduct and supervise mandated duties
 Treat all students equal and fair regardless of their gender, religion, race or cultural background.
 Respect the rights of all students and other members of the school community.
 Attend to students and give them the opportunity to contribute meaningfully in school activities.
 Promote positive, pastoral and caring relationships with students.
5.2 Professionally manage student behaviour:
 Plan and use a range of positive and effective behaviour management strategies.
 Be fair, prompt, calm and consistent when dealing with student misbehaviour.
 Teachers must not use any form of violence or corporal punishment.
 Communicate honestly and effectively with parents and guardians about their child’s behaviour.
 Plan and prepare regular student-teacher –parent/guardian conferences.
 Build students’ self-esteem by recognizing, valuing and developing their different talents or skills.
 Have a system to recognise and reward students who display good behaviour.
5.3 Protect children:
 Keep all students’ personal information confidential; ONLY disclose when someone is at risk.
 Report to the Child Protection Officer or his/her delegate; if a child is in need of protection.
 Must report any unacceptable behaviour committed against a student by any school staff.
 Report any sign of school related gender base violence or any other behaviour issues to the head
teacher or the principal and other legal authorities.
5.4 Share best practice:
 Plan and teach student-centred lessons which promote positive student behaviour.
 Plan and share with other teachers’ positive student behaviour best practice
 Contribute to developing and implementing a school behaviour management policy.
 Maintain accurate records of student behaviour issues and provide regular updates to school
management, parents and guardians.
21
 Improve their teaching and behaviour management skills through professional development.
6. The responsibilities of the head teacher or principal

A well-managed school under prudent leadership has fewer behaviour problems. The head teachers and
principals have the responsibility to:
6.1 Manage a safe, healthy and well managed school:
 Be a role model for good management and behaviour.

 Manage the school effectively, honestly and fairly.
 Ensure a safe clean and healthy school environment that has clean WaSH facilities.
 Ensure sanctions never deliberately cause physical, emotional or mental harm to students.
 Violence and corporal punishment are never to be used.
 Inform police and relevant authorities if any serious criminal offence is committed by a student.
 Submit report on discipline issues promptly to relevant authorities.
 Ensure parents/guardians and senior staff are informed promptly of any serious discipline case
 Report to the Child Protection Officer or his/her delegate, if a child is in need of protection.
 Ensure staff are familiar with mandatory reporting process of students in need of special protection.
7. The responsibilities of the Church Agencies
Church Agencies have important roles to play in supporting schools to improve student behaviour. The Church
Agencies have the responsibility to:
 Support their schools to develop their own school behaviour management rules and school code of
conduct based on the rights and responsibilities in this policy and the philosophy of the agency.
 Promote positive and non-violent approaches to behaviour management including counselling and
the banning of corporal punishment.
 Ensure expulsion is used as a last resort and that expulsion and appeals process are followed.
 Work in partnership with NDOE officers to manage student behaviour in schools.
 Work in partnership with NDOE to train Agency secretaries in behaviour management strategies.
 Ensure school counsellors in agency schools have formal counselling training.
 Ensure high quality teaching of religious education in agency schools which develops life skills, good
values and positive self-esteem including WaSH facilities.
 Contribute to the development and implementation of school behaviour management initiatives.
 Develop and implement child protection policy in accordance with church philosophy and identity
8. The responsibilities of the National Department of Education (NDOE)
The Department of Education endorse this policy for implementation. There are key divisions within NDOE that
have specific responsibilities for implementing this policy.
8.1 The responsibility of the National Education Board:
 Ensure to deliberate promptly on all student appeals in all national institutions.

 Deliver all decisions to concern students and parties promptly.
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 Ensure students have access to sound counselling and wellbeing services
 Ensure schools must follow established policies when dealing with any student repeating grade.
8.2 The responsibility of the Guidance and Counselling Division:
 Supervise the development, monitor implementation, and review of this policy.

 Plan and implement strategies to improve guidance and counselling services in the schools.
 Support guidance officers for training in behaviour management, child protection and counselling.
 Conduct research on student welfare and behaviour issues.
 Provide overall management of the Guidance & Counselling officers nationwide.
 Work in partnership with Teacher Education Division and other training providers to reinforce the
training of teachers in student behaviour management, guidance and counselling.
8.3 The responsibility of the school inspectors
 Monitor, evaluate and report how schools are improving students’ behaviour.
 Guide and advise the schools on best practices of the school behaviour policy
 Ensure all schools comply with effective implementation of the policy
 Hold school authorities accountable for non-development of student behaviour policy
 Raise awareness on the student behaviour management policy. .
 Charge any staff that breaches the student behaviour management policy.
 Support other education officers to design and develop child protection programs for students.
 Report to the Child Protection Officer or his/her delegate, if a child is in need of protection.
 Support training of staff within schools on mandatory reporting and child protection.
8.4 The responsibilities of the Teacher Education Division:
 Review and improve teacher, head teacher and principal training in behaviour management,
inclusive education, child protection, guidance and counselling.
 Include this policy in all relevant teacher training programmes.
 Work in partnership with Inspections and Guidance and Counselling divisions to develop teacher
training materials in behaviour management, guidance and counselling.
Discussion:
 Discuss other stakeholders who could make important contributions towards student
behaviour management.

Reading:
 You can download the NDOE Behaviour Management Policy from

https://www.education.gov.pg/quicklinks/documents/edu-policies/behaviour-
management-policy.pdf
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Week 6 – Panel Discussion

 Listened to how behaviour management is effected in different situations.
 Discussed the various approaches the organisations engage to address behavioural issues.
 Made comparisons of your own community’s approaches with those presented.
[Source: Google Free Images, 2017
We all form expectations of other people. Research suggests that your (teacher) expectations can
predict changes in student achievement and behaviour. Pygmalion Effect is the idea that one's
expectations about another person can eventually lead that person to behave in ways that conform to
those expectations. Many teachers believe that they can judge ahead of time how certain students are
likely, over time, to achieve and behave. This is the basis of a self-fulfilling prophecy (SFP); that you
perceive a student to achieve, do well or even less well ahead of time, the chances are that your
treatment of him or her will help the ‘prophecy’ or expectations to come true. In other words, a SFP
can also be seen as a person unknowingly causes a prediction to come true, due to the simple fact that
he or she expects it to come true. SFP can work to the detriment or benefit of the student, depending
on the type of predictions and expectations you make of your student(s). Some of you are a
manifestation or the ‘coming to fruition’ of your past teachers’ ‘prophecy’. They believed that your
performance attitude etc., in class got them to predict what you may or can become in the future!
Furthermore, we form expectations and assign labels based on such characteristics as body build,
gender, race, ethnicity, name, attractiveness, dialect and socioeconomic level of our students.
Different expectations lead to different treatments. Even if we do not truly feel that a student is
capable of greater achievement or improved behaviour, we should at least act as though they hold
such heightened positive expectations. This attitude impacts the student’s behaviour.
How many of you think that you are reasonably good judges of character? With years of teaching
experience under your belt (your past teachers), are you more often than not able to size up students
correctly? Occasionally you are wrong, but most often you are correct. Right? Well, many teachers
believe that they can judge ahead of time, sometimes by just a glance at the first day of school, how
certain students are likely, over time, to achieve and behave. Try the following exercise. Pretend that
you are a new teacher assigned to this Grade 9 class. Jot down the first descriptive thoughts that come
24
to your mind when you meet these students in the class. Generally, what descriptors would you use to
characterise?
1. Jacob, whose family has ties to a well-known criminal;

2. Freda, an overweight teenage girl;
3. Betty, from an affluent family and is the only child;
4. Kila, whose two older siblings you taught several years ago and each of whom was often a
troublemaker;
5. Jim, the son of a respected community leader;
Furthermore, racial and ethnic stereotypes can become self-fulfilling prophecies if members of
disadvantaged groups are discouraged from setting ambitious goals because of other people's low
expectations. For example, if you (teacher) believes that the student from a subsistence family
background he or she cannot do well, the student will not do well. This is because your interactions
will be such that this student does not do well. The term ‘self-fulfilling prophecy’ can also refer to the
effect that people's beliefs about themselves have on their own behaviour. Those who expect to
succeed at a task, for example, tend to be more successful than those who believe they will fail.
Discussion:
 Discus how effective the approaches used by the respective organisations.
 Compare your own experiences with those behaviour management approaches
presented.
 Relate some of the views raised against any of the theories on human development.
Readings:
 Expectations
 Social Learning
 Self-fulfilling prophecy
Assessment Task One:
This task is due on Friday 4 pm Week 7
25
Week 7 – Stand and Deliver (movie)

 Viewed ‘Stand & Deliver’,
 Discussed the behavioural issues in the movie, and
 Suggested underlying issues that drive these behaviour patterns.
‘Stand and Deliver’ brings the story of Jaime Escalante to the big screen. He taught at an inner city
school (Garfield High School) in East Los Angeles, California. Mr. Escalante was a teacher who
believed that every student could learn if given the right motivation. His successes and hardships were
dramatized in this film. During the 1980s, Escalante, a role model for many of teachers at that time,
took a group of low performing or unsuccessful students and taught them calculus. Garfield High
received no funding or benefits of the richer private schools; yet, he successfully taught and had many
of his students pass the AP Calculus test. As we see in the movie, the state education authorities
questioned the validity of the testing and insisted that the students do the test again. His methods
made a lot of teachers and administrators angry. His style of meeting the student’s needs and
demanding 100% participation were a bit too much for many to agree with. He went these students’
homes, had them in his house and became involved with them on a personal level. It is questionable
as to whether or not his methods would work in most schools and communities. For instance, if you
(as a teacher) started going to your students’ homes and demanded that they stay after school, come to
school early, and follow your teaching program without question, you would probably be fired in
today’s school (Stand & Deliver, 2009).
Discussion
 Identify some behaviour (both the teacher’s and students’) and discuss
why they are evident.
 What behaviour management strategies/ideas can you derive from the
movie?
 List scenes that would not suit PNG context?
26
Week 8 – National Department of Education Strategies:
1) Assertive Discipline

 Described what assertive discipline (AD) is,
 Discussed how your teachers (and yourself!) used AD and
 Identified the key features of AD.
Assertive Discipline is a structured, systematic approach designed to assist teachers run an organised,
teacher-in-charge classroom environment. AD was first proposed by Lee and Marlene Canter found
that many teachers in the US were unable to manage the undesirable behaviour in their
classrooms. They attributed this finding to teachers’ lack of behaviour management. Based on their
investigation, they developed a common sense, easy-to-learn and use approach to help teachers to
positively influence their students' behaviour. Today, it is the most widely used behaviour
management program in the world. AD has evolved since the 1970's from a rather authoritarian
approach to one that is now more democratic and co-operative. The Canters believe that you, as the
teacher, have the right to determine what is best for your students, and to expect compliance. No
student should prevent you from teaching, or keep another student from learning. Student compliance
is imperative in creating and maintaining an effective and efficient learning environment. To
accomplish this goal, teachers must react assertively, as opposed to aggressively or non-assertively.
Assertive teachers believe that a firm, teacher-in-charge classroom is in the best interests of
students. They believe that the students wish to have the personal and psychological safety when
their teacher is competent in directing behaviour. The Canters further believe that society demands
appropriate behaviour if one is to be accepted and successful. Therefore, no one benefits when a
student is allowed to misbehave. Teachers show their concern for today's youth when they demand
and promote appropriate classroom behaviour. Additionally, educators have the right to request and
expect assistance from parents and administrators in their efforts. AD provides strategies for gaining
this support. For example, to gain the support of administration, write your rules, positive
consequences, and a list of penalties. The list of negative consequences (Discipline Hierarchy) moves
from the official warning to removal from the classroom. In between are sequentially more punitive
27
outcomes for failure to comply with the teacher’s direction. Assertive teachers build positive, trusting
relationships with their students and teach appropriate classroom behaviour (via direct instruction,
describing, modelling, practicing, reviewing, encouraging and rewarding) to those who don't show it
at present. They are demanding, yet warm in interaction; supportive of the youngsters; and respectful
in tone and mannerisms when addressing misbehaviour. Assertive teachers listen carefully to what
their students have to say, speak politely to them, and treat everyone fairly (not necessarily equally).
Assertive teachers react confidently and quickly in situations that require the management of student
behaviour. They are supported by a few clearly stated classroom rules that have been explained,
practised and enforced consistently. They give firm, clear, concise directions to students who are in
need of outside guidance to help them behave appropriately. Students who comply are reinforced,
whereas those who disobey rules and directions receive negative consequences. Assertive teachers do
not view students as adversaries, nor do they use an abrasive, sarcastic, hostile style (as with ‘hostile’
teachers). Neither do they react in a passive, inconsistent, timid, non-directive manner (as with ‘non-
assertive’ teachers).
Discussion
 What is AD?
 What are your school experiences with AD?
Readings
 Assertive Discipline
 Server Reading: ‘Assertive Discipline [L Canter]’

 Read article provided as Appendix 3

 See sample School Behaviour Management Policy attached as Appendix 6
28
2) School Counselling Services

 Defined roles and responsibilities of school counsellors, and
 Stated how counsellors impact students and teachers.
We will have a guest lecturer who will be presenting a lecture on ‘School Counseling’. A brief
background to this lecture is provided for your benefit.
Today’s young people are living in an exciting time, with an increasingly diverse society, new
technologies and expanding opportunities. To help ensure that they are prepared to become the next
generation of parents, workers, leaders and citizens, every student needs the support, guidance, and
opportunities during adolescence, a time of rapid growth and change (Fox & Butler, 2009).
Adolescents face unique and diverse challenges, both personal and developmental. These challenges
have an impact on their academic achievement. Guidance and counseling is one of the ways in which
schools can provide this support in meaningful ways. A school counselor is a key member of the
school staff. He/She plays an important role in the development and implementation of the school’s
guidance and counseling programs (Wigfield, Lutz & Wagner, 2005). The counselor is often seen as
the advocate for students with staff, families and outside agencies. The programs he/she implements
enhances student achievement through a guidance curriculum, individual planning strategies,
responsive services and comprehensive school counseling program support/advocacy. The school
counselor meets the needs of students in three basic domains: academic, career and personal/social
developments. Knowledge, understanding and skills in these domains are developed through
classroom instruction, appraisal, consultation, counseling and collaboration with the school. For
example, in appraisal, the counselor may use a variety of personality and vocational assessment
methods to help students to explore their vocational needs and interests. Classroom guidance lessons
can include self-management and self-monitoring techniques (Carrell & Hoekstra, 2014). The
responsive services component involves the provision of individual and group counseling for
students. For example, if a student’s behaviour is interfering with his or her school work, the
counselor will observe the student in school and provide strategies to support the student both at
school and at home. Family members are often involved in this process. In addition, the counselor
often supports students experiencing common issues such as death, divorce and separation of parents
and drug use (Fox & Butler, 2007).
Discussion
 What are your experiences with school counselling? How were the
counselling services provided?
 Have you sort support from counsellors in the past?
 Can you use your peers as counsellors? Why? 29

3) Behaviour Management Policy

 Analysed the Behaviour Management Policy,
 Identified key underlying principles of the policy,
 Shared their experiences of BMP implementation and,
 Suggested improvements to the policy.
Department of Education
[Source: http://www.education.gov.pg/index.html 2017]
The Behaviour Management Policy (BMP) 2009 by the education department (NDoE) aims to
address student behaviour in PNG schools (NDoE, 2009). It clarifies the roles, rights and
responsibilities of the stakeholders of schools in the country. For example, the roles and
responsibilities of parents/guardians, teachers and students, and the community are highlighted with
the aim of improving student discipline and raise achievement (NDoE, 2009). The policy states that
‘it is in the best interest of our country to develop responsible, educated and skilled citizens who
actively contribute to the future of Papua New Guinea’. All schools have the responsibility of
developing their own School Behaviour Management Policy (SBMP) in consultation with students,
staff and parents/guardians. The policy should subsequently work towards ensuring the school is a
safe, caring and fair learning environment. Furthermore, every teacher and school manager are
required to have effective skills in positive behaviour management to help students learn from their
mistakes. Every student has the right and the responsibility to learn, behave well and develop to their
full potential (NDoE, 2009).
Discussion
 Identify the underlying principles of the policy.
 If you were asked to improve the policy, which sections would you
change. Justify these changes.
Reading
 BMP (2009a & 2009b). Check electronic copies (2) are in the Student
Server.
 Consult NDOE Behaviour Management Policy document
30
Week 11 - Children’s Rights and Responsibilities

 Defined the rights and responsibilities of children.
 Acknowledged the United Nations Convention on the Rights of Children (UNCRC) and PNG
Lukautim Pikinini Act.(LPA)
 identified the purposes of the UNCRC and LPA.
The new Lukautim Pikinini Act will give a new twist to how rights of children should be addressed
by the government, parents and other organisations. This is from the Secretary for the Department of
Community Development, Ms Anna Solomon. She said the Act is currently with the Department of
Justice and Attorney General awaiting the final Certificate of Necessity before it can be tabled,
preferably in the next parliament seating. “The reason why we came up with this new Act is because
of too many street kids everywhere and we strongly feel that this new law will help decrease the
number of street kids in the country” said Ms Solomon. She said “Some of these kids do have homes
and parents but they are neglected by their own parents and some of them are forced by their
guardians or parents to stand on streets and beg for money”
Ms Solomon said the Act will hold parents accountable if they neglect their children and this will
make parents be more responsible for their own children as they will be charged for negligence.
Meanwhile Ms Solomon said, one of the biggest challenges the Department is facing is the Out of
Care Homes for the homeless children. “This has been a challenge for us but I’m happy to be working
in partnership with some organisations that have already set up homes for homeless children” said Ms
Solomon. She added, “The government has already released grants to these Homes and we’re
supporting them in the work that they do so they can cater for the homeless children”.
Lukautim Pikinini Act 2009
The PNG Parliament passed the Lukautim Pikinini Act in 2009. The objective of this Act is to protect
and promote the rights and wellbeing of all children regardless of gender and to protect children from
all forms of violence, abuse, neglect, exploitation and discrimination, with a clear focus on services
31
for prevention and family strengthening. The Act is based on the principles and provisions of the
Convention of the Rights of the Child, placing the best interests of the child as the paramount
consideration and requiring that protective interventions prioritise community based mechanisms over
institutional alternatives. The Act legislates the responsibility of parents to meet the basic rights of
children, including equal access to school and removes previously legislated discrimination against
children born outside of marriage. The introduction of a stronger, rights-based legislation, now
enables all children to demand the right to protection from statutory authorities.
The major provisions include:
• A “child” is defined as a person under the age of 18 years, previously set at under 16 years.
• The objectives and general principles have been redrafted in accordance with the Convention on
the Rights of the Child, including promoting the best interests of the child.
• Several key terminologies have been changed. They are: from “destitute”, “uncontrollable”,
“incorrigible” or “neglected” children, to “children in need of protection, ”which includes
children who are abused or exploited both sexually and non-sexually.
• Changing government staff titles from Welfare Officers to Child Protection Officers.
• Establishment of a new definition of “children with special needs ”includes orphans and
children affected by HIV and AIDS and children with disabilities.
• New sections have been added on the participation of children in all decisions affecting them,
and on non-discrimination against them.
• National, provincial, and local Lukautim Pikinini Councils will be established to advise
Ministries, Departments, and the Government as a whole on issues affecting children.
• Stipulating that it is the duty of professionals and the public to report if a child is in need of
protection.
• Stipulating that the powers of Directors, Child Protection Officers, Police Officers, and Courts
include the ability to remove children in immediate danger or in need of protection.
• Directing that a lost or runaway child will be assisted in reuniting with his/her family, or will be
accorded mediation or temporary care if the child refuses to return home for any reason.
• Requiring that a legal counsel be appointed for all children appearing before a court.
• Replacing all reference to “institutions” with the concept of“ out of home care.”
• Orphanages and other such institutions are now prohibited.
• “Harmful child labour” is considered an offence, and parents and companies can be found
guilty.
• Equal access to education for both girls and boys
• Children in care have rights protected by law
• Harmful traditional practices are outlawed 157

32
• Director has responsibility to ensure all children in care know their rights
• Equal access to maintenance for children born outside of marriage (where previously the
legislation only afforded this protection to children born to married parents)
• Now requires the Director to monitor the treatment of children who are with mothers in prison,
sets a limit of how long they can be there (up to 3yrs, based on best interests) and holds the OIC
of the institution liable if he/she does not ensure the adequate care and protection of the child.
• Police and Correctional Service staff are now liable if they mistreat, assault or deny medical
attention to a pregnant women, or deny a mother access to her child for the purposes of
breastfeeding.
Discussion:
 Have a general discussion about the students’ view to the new law and how they
think it will work in their community.
 How does this law relate to the UNCRC Framework?
 Are people in their community aware that there is a new law and the changes it is
putting in place?
 Are the police, courts enforcing the law in their community?
Readings:
 UNCRC – see article provided as Appendix 5

 Lukautim Pikinini Act
 Read article attached as Appendix 4
Sources: Lukautim Pikinini Act - Unicef

https://www.unicef.org/png/FBO_Manual_Part_4.pdf
33
Week 12 – Teaching is a Noble Profession
a) Teacher as a role model

 Described how student behaviour affect teachers, and
 Suggested strategies to deal with these issues.
“From the moment students enter a school, the most important factor in their success is not
the color of their skin or the income of their parents, it’s the person standing at the front of
the classroom... their future depends on YOU! That is why teachers must be prepared for
their difficult responsibilities and encouraging them to stay in the profession. That is why
we are creating new pathways to teaching and new incentives to bring teachers to schools
where they are needed the most.” (President Barack Obama, 2009)
Years ago, teaching was a noble profession. Teachers were respected for who they were and how they
made students feel. The rewards were usually not immediate. Some came later in life when students
acknowledged their contributions to their career and life. Some never came. But, somehow, most
teachers sustained faith and hope, believing that they were making a difference in their students’ lives.
The importance of the quality of teaching, and therefore of teachers, cannot be overemphasized
(UNESCO, 1998). It is at an early stage of basic education that the principle attitudes toward learning
as well as the self-image of the learner are formed. The role of the teacher at this stage is crucial. The
greater the handicaps the children coming to school have to overcome – in terms of poverty, difficult
social environment or physical impairments – the greater the demands on the teacher. He or she, to be
effective, must draw upon a broad range of teaching skills, as well as on the human qualities of
empathy, patience and humility, as a complement to authority (UNESCO, 1998). When a child’s or
adult’s first teacher is poorly trained and poorly motivated, the very foundations on which all
subsequent learning will be unsound. Therefore, effective teachers are the key to improving student
learning.
Teaching is also considered arguably the most stressful profession in the world today (Howard &
Johnson, 2004). The incidence of stress and burnout are usually high for human service professionals,
including teachers (Howard & Johnson, 2004; Kyriacou, 2001). Stress describes negative feelings
resulting from work that may include anger, frustration, tension and/or depression that threaten a
34
professional's sense of well-being (Kyriacou, 2001; Howard & Johnson, 2004). Burnout refers to
negative consequences associated with chronic job stress. It involves affective components such as
exhaustion, a reduced sense of personal accomplishment and eventual attrition (Huebner, Gilligan &
Cobb, 2002). Consequences of stress and burnout are damaging for teachers, students and the
education field in general. During the school year, stress can lead to a higher frequency of
absenteeism. And burnout may lead teachers to retire early, leaving the profession and reducing the
number of competent teachers available to teach students. Nevertheless, ponder this question as we
progress towards the end of this semester: Where would I be today if it weren’t for that teacher who
was SIMPLY my teacher? Indeed, teaching is a noble profession!
Discussion
 Argue the proposition that ‘teaching is a noble profession’.
 What does it mean to be a role model?
Readings
 Access ‘Mentoring Pre-service Teachers on Students Behaviour
Management’ in the Server.
 Job Satisfaction and Job Performance of Teachers
B) Understanding Your Students

 Described how teachers’ behaviour affect you (as a student), and
 Suggested strategies to deal with these issues.
Understanding your students is very important to teaching. In order to plan how to teach your
students or ways to present a subject in an interesting manner you need to know what motivates them,
what background they are bringing to the classroom, as well as their interests. Students are changing
cognitively, socially, and physically which all affect their learning. Students are also impact by their
culture, community and peers. Knowing a little of this background helps you understand your
students and in turn can answer question such as: ‘How can I help this student learn better?’ or ‘What
in the student’s life can I relate this topic to so it is interesting?’ Anyone can stand up and teach a
class about any topic, but understanding the students completes you as their teacher!
35
It is easy to disregard the importance of ‘knowing your students’. However, the process of coming to
know your students as learners is often difficult and challenging, particularly if the students are
struggling with schoolwork or are considers ‘trouble-makers’. Knowing students means more than
merely acquiring their social or administrative information such as students' names and ages,
something about their friendship circles, a bit about their family backgrounds, a few statistics from
their academic record. To maximize their learning, we need to dig deeper than this ‘basic’
information. In the past, most teachers did not gather student information in a systematic way. Instead
of gathering and analysing data for the purpose of learning about their students, they were content to
form ‘a general picture’ of their students based on bits and pieces of information from essays or
student journals, a hint from student work, a guess from an overheard conversation in the corridor, a
comment from a parent or last year's teacher and so on. In some cases, teachers establish personal
connections with their students, often when the personality of the student and teacher were compatible
or when they shared a common interest (for example, if there is an interest in the subject the teacher
was teaching). In other cases, teachers end the school year knowing little more about their students
than they had at the year's start. Overall, coming to know students is often considered an optional and
often arbitrary business. In other words, why know your students when there are so many of them and
you simply don’t have the time to know them!
Strategies to get to know your students:
The first strategy is to talk to your students. The purpose of this is to open the lines of communication
between you and the students. You are not going to learn anything you’re your students if he or she
does not want to communicate with you. Simple verbal communication is a non-threatening
way. Talking to your students can range from a conversation about a community event to something
as simple as asking how their day is going. A student’s personality starts to show through in the way
he or she expresses him/herself verbally and non-verbally. When a student responds to you verbally
there are also non-verbal cues you can take, like body language. Is the student open and using hand
gestures, confident in what he or she say, or maybe uncomfortable speaking out loud? Based on just
talking to the students you can decide various teaching strategies to help them. This is also a two way
street if the student shares something about themselves you should share a little bit about yourself in
order to establish a connection.
The second strategy is observing your students for understanding them. You can observe how they
interact with each other. This is important because you can see where the divides are between cliques
or who does not get along with who. Observing behaviour is also a way to survey student’s
personalities. The more outgoing students will probably be more active; the introvert students will
probably be quieter.
A third strategy to understand your students is to look at their past school records. This helps you to
predict what the academic performance might be for the class. You may see what subjects individual
students need help with. For example if a student received an A in math, but a lower grade in English,
you could provide the necessary support. Looking at the student’s academic records helps you
understand what he or she may or may not need help with academically. You not only need to
understand the student’s behaviour, interests, and motivation, but understand them academically to be
able to help them understand the subjects.
36
A fourth strategy is to give the students a survey that asks questions about themselves. You could do
that at the start of school in order to see what the students are interested in, their background, and
other things that you could incorporate into lessons. This is also a way for shy students to express who
they are in writing. A survey is also a hard copy that you can refer back to as opposed to talking or
observation. A survey can also tell you what the student’s motivation is or their interests that you can
bring into a lesson so they get excited about the lesson too. By giving a survey it shows that as a
teacher you take the time to create something tangible to get to know your students.
A fifth strategy to know your students is to get involved in extracurricular activities. Students who
participate in after-school activities do so because they are interested in school. You can lead the
student in an activity that they like rather than a subject that they have no interest in. The purpose of
this is you get to know your students, your students get to know you, and your students get to know
each other. If you get to know your students chances are that you will understand the better. Also if
students get to know you and each other they might feel more comfortable in the classroom and
subsequently more willing to participate. Also it is harder for a student to act up if they know the
teacher has an interest in them rather than just another face sitting in the back row. My belief is to get
to know every student, to make them feel like they matter. Sometimes when you lead students in a fun
activity you become more human, not just a grown up that stands in front of the class. It makes you
more approachable. The students often appreciate this approach because they get to do something
interesting with their teachers, and possibly relate it to the classroom. In this way, you can be role
models for students outside of the classroom.
Today, research and experience reveal the complex interplay of factors that influence a student's
learning. Teachers need to understand that the business of knowing their students as learners is simply
too important to leave to chance; and that the peril of not undertaking this inquiry is not reaching a
learner at all. Taru’s story is a reminder of the consequences of ignoring a student's unique learning
circumstances.
Taru was born during a tribal fight in PNG Highlands. Life in the village was hard. His family
suffered from hunger, disease outbreaks and an ever-present atmosphere of fear and anxiety.
Some years later, Taru and his family fled to Port Moresby, where Taru was enrolled in a
school. Given the amount of schooling that he had missed, Taru was placed in a class with
children three years younger than himself. There was no question that his basic skills in writing,
reading, and math were considerably behind his peers. The school administration and the
teachers perceived Taru couldn’t catch up with the others. They focused on the basic academic
skills he was lacking. They believed that any effort to address his past traumas would only make
the present situation worse. Taru, who recently retired as the CEO of his company, recalls that
he was an alienated and confused student:
Because I was behind in my reading and writing, my teacher treated me as she would treat
a much younger child. She gave me the same books as the other younger students. No one
seemed to understand or appreciate my experience. The other children? Well, they were
interested in movies, shopping and clothes. They were kind and friendly. All of which I
didn't know anything about. I just couldn't understand them. There was nothing I could
relate to. I felt as though I had been dropped onto another planet.
37
Unfortunately, Taru is not a historical anomaly. He has many more recent counterparts in
schools in PNG: children whose particular personal histories make it difficult for them to thrive
within a paradigm of one-size-fits-all schooling. So what does that mean for you, if you were
Taru’s teacher?
Discussion
 Provide a critique of Taru’s story. What went wrong where?
Assessment
 Prepare for your test.
 Ensure that your other tasks are completed.
Week 13 – Subculture and Generation Practices in Schools

 Defined the legal and illegal student oriented activities in the schools.
 Establish the purposes of student clubs and organisations in the schools.
 Identified strategies to address illegal student activities in the schools
A generation name written on a wall – 14th generation member

38
Student cult practices and generation activities (antisocial and subcultures) are major behavioural
problems affecting the quality of teaching, learning and personal development in PNG schools.
Respective stakeholders are concerned of the effects on students’ learning and development.
Preliminary results of a study by Guidance and Counselling Division (2000) indicated that 50% of
students in most schools are members of subculture groups. Stakeholders needed to develop
intervention strategies to alleviate the issue and educate useful citizens.
Student subcultures are major behavioural problems affecting students and schools. School
administrations have used different ways to successfully handle anti-social behaviours resulting from
sub-cultures. Schools have committed limited funds to help address problems related to sub-cultures.
Education partners are now working together to help eradicate student sub-cultures. However, it
should be accepted that anti-social subcultures are universal phenomena and it is not restricted to
PNG.
Most student subculture groups promote destructive activities resulting in negative impacts on the
students. Very few groups promote positive activities that makes students better people. In PNG sub-
cultures in schools described are:
 Devil worship, or satanic worship

 Propagation of ‘generation names’
 Dormitory subcultures, and
 Bastardisation rituals
Students’ Groups and subcultures
Student groups are vital for forming bonds, gain social skills and confidence. In the 1970s and
1980s, student groups in NHSs were formed with staff supervision to:
 Encourage cultural tolerance and skills development.
 Groups or clubs based on province-of-origin or tribe-of-origin were not encouraged.
 Clubs and Societies focused on sports, arts and crafts, debating, politics, religion,
music, drama, martial arts and other interests.
 Students socialized largely within dormitory and class groups, carefully composed of
students from different provinces.
Exodus of most expatriate staff after 1980 led to:
 Less national staff supervision.
 Provincial, regional and other interest groups including propagation of generation

names start to emerge
 Original purpose of the clubs deviated or maintained with other aims
 Generation names had individuals introducing own beliefs/practices.

39
Generation Names and Characters
A generation name is more than just a nickname. Each generation name comes with a personality or
character. Some generation names carry positive traits but most are negative and antisocial. The
authoritarian leaders reprimand and threaten a member not living to expectation of the character of the
name he or she bears.
Generation Name Character Assignment
AAAA Hate Teachers Upset teachers. E.g. Frequently late for class, submits
late tasks,
BBBB Graffiti Artist Leave his/her graffiti “tag” on property. E.g. toilets,
classrooms, etc.
CCCC Helper Must help people.
DDDD Devil worship Hate Christians, bring them down
EEEE Litter bug Create rubbish and waste
FFFF Druggie Take ‘steam’ and drugs
Recruiting and Initiation
Recruiting is carried out at the beginning of the year and towards the end of the year. The senior
student members, in most cases the graduating students, target new vulnerable students and the
desperation to continue the name. Some strategies to recruit new members includes,
 Peer influence
 Establish relationship
 Socialising and sharing
 Threat, etc.
Secret meetings are conducted to facilitate initiation and passing on of generation names. At the
meeting, the activities include;
 Initiation rituals are conducted in secluded venues at nights
 Devil worship and animal sacrifice made
 Consumption of alcohol (both home brew and factory made) and marijuana
 SKELIM BROS initiation performed - punching a recruit on the chest by

members of the generation the number of the generation name.
40
Common Signs of generation groups
Members of a generation club identify themselves through the use of certain established features
known to the members only. Some common physical signs to look out for among students who are
members of general clubs include:
 style of dressing,
 sudden change in behaviour mood,
 use of certain expressions and language
 use of certain signals, symbols, salutations,
 use of body tattoos, designs and ornaments,
 war cries, whistle and songs,
 unusual gatherings and meetings,
Health Psychological Academic Social Nation
 Damage organs  Low esteem  Poor results  Anti-social  Loss of manpower

 Internal bleeding  Rejection  Late work behaviour  Budget implications
 Fracture ribs,  Dependent  Lack of  School fights  Destruction of public
 Shock,  Disrespect, direction  Drug abuse property
 Bad hygiene, etc. etc.  Fall in standard,  Graffiti,  Corruption, etc.
etc.  Vandalism, etc.
Views of students on subculture activities
Many students have denounced the generation membership as a result of school

organized awareness programmes and Church sponsored revival meetings. Below are
some views of students:
Student A: Having the ‘don’t care attitude’ makes you think it is very “cool” or “kaks” to be in
it. I once thought like that. But I changed my mind after I joined SU (Scripture Union)
in grade 9. From what I observed firstly it’s a total waste of time. It’s more or less
bowing down to people or certain leaders in the system which just means that you
can’t be man enough to be your own boss.
Student B: Most systems are like cults and it means working with the devil. That is very
dangerous for students to sell their soul to the devil. God is our maker, Lord and
Saviour we give him praise in everything we do. The devil has done NOTHING to help
the human race so why take orders from him. Once you get engaged in such activities
the curse in that ‘name you received is bound to be with you and that is to self-
destruction.
Student C: They should invite more church groups to school and to keep track on the main
bighead ones.
Student D: The school system in PNG is weakening because the staff are too lazy to get on with
their priorities of taking care of the students (in school they’re like our second
parents). Students bringing all sorts of harmful things (weapons, drugs, alcohol etc.)
41
into the schools. In some schools the student’s dress code is getting out of hand, with
all sorts of hair color and accessories being worn into the school grounds.
Student E: I think it’s a waste of time. Some students think that when you are depressed in school,
that the cult activity can take that depression away.
NDOE Intervention Strategies
The NHSs have been the focus of attention but other learning institutions such as primary and
secondary schools and tertiary institutions are not immune to the issue. Some strategies taken by
NDOE include:
 Assertive Discipline training 2000

 School based Counsellor training 2002
 Behaviour Management Policy 2019
 NDOE Secretary’s Circular.
 NDOE Ministerial Policy
 Cancellation of Grade 11 in NHS
 Partner with churches to conduct evangelistic meetings
 Christian Education Curriculum 2018
42
Section Three Resources
References
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Publishers.
Boice , B. (1996). Classroom incivilities. Research in Higher Education, 37 (3), 453-486.
Braxton, J. M., A. E. Bayer, & J. A. Noseworthy. (2004). The influence of teaching norm violations
on the welfare of students as clients of college teaching. New Directions for Teaching and
Learning, Fall 2004. No. 99, 41-46.
Cangelosi, J. S. (1993). Classroom management strategies: gaining and maintaining student’s

cooperation. New York: Longman.
Canter, L. & Canter, M. (1992). Assertive discipline: A positive behaviour management for today’s
classroom. Santa Monica: Canter & Associates.
Carlson, N. R (2004). Psychology – the science of behaviour (3rd ed.). Boston: Allyn & Bacon.
Carrell, S. E., & Hoekstra, M. (2014). Are school counsellors an effective educational input?
Economic Letters, 125, 66-69.
Charles, C. (2005). Building classroom discipline. Boston: Allyn & Bacon.
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the UK. British Journal of Guidance & Counselling, 37(2), 95-106.
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35(1), 97-114.
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Bethesda, MD: NASP Publications.
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Kyriacou, C. (2001). Teacher stress: Directions for future research. Educational Review, 53, 28- 35.
43
Lefrancois, G. L. (2000). Psychology for teaching. New York: Wadsworth Publications.
McInerney, D. & McInerney, V. (2002). Educational psychology – constructing learning. Frenchs
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.
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of Emotional and Behavior Disorders, 10, 136–148.
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KAIRARANGA, 13(1) 16-23.
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44
Appendices
Appendix 1
OVERVIEW OF THEORIES OF HUMAN BEHAVIOR & THE SOCIAL

ENVIRONMENT - APPLICATIONS TO SOCIAL WORK GENERALIST PRACTICE
The following is a very general outline summarizing the theories covered in the NCSSS foundation
classes.
Human Behavior & the Social Environment. Theory application & integration with practice are
demonstrated. This outline is only a summary of highlights; all theorists, ideas, and concepts are not
included. Because human behavior is complex and the social work profession is broad, numerous
theories are utilized for social work practice at the micro-meso-macro levels. These theories focus on
human growth and development, psychological and social functioning, and social service delivery.
Some theories emphasize social and economic justice. All theories are value-laden and come out of a
socio-historical context. Thus, all theories should be critiqued with attention paid to their cross-
cultural applicability.
DEFINITIONS:
Theory—interrelated sets of concepts and propositions, organized into a deductive system to
explain relationships about
certain aspects of the world (e.g., the theories listed below).
Perspective—an emphasis or point of view; concepts at an earlier level of development (e.g., a

“strengths perspective”) or at
a broader and higher level of abstraction (ex: a “humanistic perspective” or a “developmental
perspective”)
Paradigm—an archetype or mode of thought; a general way of seeing the world (e.g.,
“modernism” or “post-modernism”)
Practice Model—a guide for practitioner interaction that operationalizes theory; includes
concrete actions and techniques(note: some theories have more well-developed practice models than
others)
Dimension—a feature that can be focused on individually or separately, but can only be
understood in relation to other features (as in “dimensions of human behavior” or a “multi-
dimensional approach” to human behavior)
Source:
Hutchison, E. D. (2003). Dimensions of human behavior: Person and environment (2nd ed.). Thousand Oaks:
Sage.
45
THEORY OF MAIN CONCEPTS SOME
FOCUS OF SOME SOME PRACTICE
HUMAN RE: PRACTICE
THEORY THEORISTS INTERVENTIONS
BEHAVIOR HUMAN BEHAVIOR APPLICATIONS
*Persons are in
continual transaction
*Useful for
with their environment
developing *Strengthen one part
*Systems are
holistic view of of the system or
interrelated parts or
persons subsystem to impact
subsystems constituting
in-environment the whole system
How persons an ordered whole
SYSTEMS *Enhances *Encompass &
interact with *Each subsystem
THEORY Parsons understanding genograms for
their impacts all other parts
Includes: Merton of interactions understanding system
environment and whole system
Ecological Germain between dynamics
How the *Systems can have
Systems Gitterman micro-meso- *Networking &
family closed or open
[Systems Bowen macro levels referrals to facilitate
system boundaries
Perspective] Satir of organization change
affects the *Systems tend toward
Includes: Minuchin *Enriches *Assessment of
individual equilibrium
Family Carter, contextual family development
and family *Individual functioning
Systems McGoldrick & understanding of and life cycle
functioning shapes family
[Systems Bronfenbrenner behavior transitions
across the life functioning and family
Perspective] *Useful for *Use of multi-
span systems can create
understanding generational
pathology within the
family systems genograms
individual
and life cycles *Use of family and
*Boundaries, roles,
over multiple parent coaching
communication, family
generations
structure influence
family functioning
BEHAVIORIS *Imitation & reaction to
Behavioral
M& stimulation shape
interventions
SOCIAL behavioural learning *Useful for
such as classical or
LEARNING How *Knowledge is enabling
operant conditioning,
THEORY individuals constructed behavioral &
positive or negative
Includes: develop through children Pavlov symptomatic
reinforcement
Cognitive cognitive physically and Skinner change
*Time-limited,
theory, functioning mentally acting on Watson *Useful for
problem focused
Behavioral and learn objects Piaget assessing
interventions
theory, through *Intelligence is an Bandura individual
*Cognitive reframing
Social acting on evolutionary, Beck cognitive
of automatic thoughts
Learning their biological adaptation to functioning, group
about presenting
theory environment environment & family
problems to facilitate
[Social *Cognitive structures interaction
change
Behavioral enable adaptation &
Perspective] organization
Appendix 2
Some Behaviour Management Strategies

Shaun Killian January 29, 2016
Most teachers are not surprised to learn that successful behaviour management is crucial to
both students’ success and to their own sanity. However, you may not be sure which behaviour
management strategies have the most impact.
When behaviour management is talked about in many schools, the conversation focuses on the:
46
 Importance of rules and routines
 Need for ‘admin’ to do something about it
You may be surprised to learn that while it is true, that all three of these strategies help to reduce
misbehaviour, there are simpler strategies that have far more impact. In fact, if you look at the
five strategies that have the largest impact, you will not find anything about rules, routines,
consequences, punishments or the principal. All of these things are important. However, if you
want to run a well-disciplined classroom, you need to know which strategies are even more
effective.
Here are some research-based strategies in order of their impact.
Immense Impact Strategies
Strong Teacher-Student Relationships: Teachers who have strong relationships with their
students find it much easier to manage their students’ behaviour. You forge strong relationships
by being both firm and caring – while also pressing your students to do their very best at school.
With-It-Ness: Students are far less likely to misbehave when they know their teacher notices
every little thing going on in the classroom. Students need to think that you have eyes in the
back of your head. Start the year by setting up your room in a way that maximises visibility.
Then, do simple things such as positioning yourself so you see all of your students, continuously
scanning the room to see what is going on and limiting times when you have your back to the
class can make a big difference.
High Impact Strategies

Structure Your Teaching: There are many aspects to good teaching, but some of them have
more impact on classroom behaviour than others. When teaching a new class, or struggling to
gain control of a tough class the following aspects of teaching are absolutely critical: clear lesson
goals, never asking students to do something they don’t know how to do, judicious use of group
work and holding them accountable for the work they have done (either as an individual or in a
group).
Reinforcement involves rewarding good behaviour while discouraging undesirable behaviour.

Group reinforcement involves rewarding or penalising whole groups. These may be small groups
within the class, or the ‘entire class group’. For an example of small group reinforcement, you
may reward one small group for being the first to be ready for the lesson with a point beside their
group name, or you may penalise a small group for not focusing on their work. As an example of
‘whole class’ reinforcement, you may elect to supervise the whole class for 5 minutes extra play
if they are lined-up well and ready to go after their lunch break for 5 days in a row. Group
reinforcement works well because of the pervasive power of peers.
Moderate-High Impact Strategies
Individual Reinforcement: As with group reinforcement, individual reinforcement

involves rewarding desirable behaviour and penalising misbehaviour. However, you assign
rewards or penalties to individual students. Rewards can include tokens, such as points, stickers
and alike. Yet, rewards can be as simple as good marks, comments to parents and praise. In a
similar vein, students view penalties such as informing parents and discussions about their
behaviour as being effective. Note – individual reinforcement is not as effective as group
reinforcement, but it still works. Furthermore, it allows you to balance some of the inherent
problems of group reinforcement (e.g. a well-behaved child being penalised because of others in
their group).
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Routines: On average, students spend 15% of their class time following routine procedures.
These procedures include things such as entering the classroom, getting books out and stopping
work to pay attention to the teacher. You establish these routines at the start of the year, and in
the words of behaviour management guru Bill Rogers, you establish, what you establish (i.e. it’s
hard to change later). Your students are far less likely to misbehave during these routine actions
when you have clarified your expectations and turned them into habitual ways of acting.
Research shows most teachers state such expectations, but it is the teachers who get students
to practice them (while correcting along the way) that succeed in turning them into habits.
Moderate Impact Strategies
Rules: Establishing rules formalizes the expectations in your class. There are a few tricks to
harnessing the full power of rules. You need to keep the number of formal rules to a minimum,
you explain the reason behind the rules, and you need to frame the rules in a positive way.
Limiting the number of rules you adopt enables students to remember them without being
overwhelmed. Explaining the reason behind rules helps students see them as being fair, and it
also allows for some negotiation (e.g. can they modify the rule while still achieving your
underlying goal). And, framing the rules in a positive way clarifies what students are meant to do
(not just what they aren’t allowed to do).
Emotional Objectivity: Managing misbehaviour can be an emotional ordeal. However, you

have more impact when you remain cool, calm and collected. When you are composed, you can
keep things in perspective, deal with them quickly, and get back to your main task – teaching
your students. To help you do this, it is important to remember that students are people too –
they want to have fun, and even difficult students are not all bad. Try not to take things
personally, try to see the funny side of sticky situations and always be well organised.
Consequences or Punishments: Students need to understand there are consequences that

flow from the way they behave. Sometimes, consequences flow naturally (e.g. you have no hat
so you can’t play in the sun) and sometimes consequences include formal punishments. While
punishments should be a last resort, repetitive and serious misbehaviour needs to be dealt with.
Punishments can include time-outs, working by yourself, detentions and alike. Yet, no matter
which specific punishment you use it is critical that it is kept in proportion to the crime (Strategy 9
helps here). It is also important is that you explain the link between ‘the student’s choice of
behaviour’ and the ‘consequences’ that follow.
Source: evidencebasedteaching.org.au/top-10-behaviour-management-strategies/
References:
Cornelius-White, J. (2007). Learner-Centred Teacher-Student Relationships Are Effective:

A Meta-Analysis. Review of Educational Research, 77(1), 113-143.
Dweck, C. (2006). Mindset. New York: Random House.
Evertson, C. M., & Weinstein, C. S. (Eds.). (2006). Handbook of Classroom Management:
Research, Practice & Contemporary Issues. NJ: Erlbaum.
Freiberg, H. J., & Lamb, S. M. (2009). Dimensions of Person-Centered Classroom Management.
Theory Into Practice, 48, 99-105.
Good, T. (Ed.). (2008). 21st Century Education: A Reference Handbook. CA: Sage.
Hattie, J. (2013). Visible Learning: A Synthesis of 800 Meta-Analyses Relating to Achievement.
Routledge.
Lewis, R., Romi, S., Katz, Y. J., & Qui, X. (2008). Students’ Reaction to Classroom Discipline In
Australia, Israel & China. Teaching and Teacher Education, 24(3), 715-724.
48
Marzano, R. J., Marzano, J. S., & Pickering, D. (2003). Classroom Management That Works:
Research-Based Strategies for Every Teacher. Alexandria, VA: Association for
Supervision & Curriculum Development.3/4
O’Neill, S. C., & Stephenson, J. (2014). Evidence-Based Classroom Behaviour Management
Content in Australian Pre-Service Primary Teachers’ Coursework: Where Art Thou?
Australian Journal of Teacher Education, 39(4), 1-22.
Stage, S. A., & Quiroz, D. R. (1997). A meta-analyis of interventions to decrease disruptive
classroom behaviour in public education settings. School Psychology Review,26(3),333-8.
Weade, R., & Everston, C. M. (1988). The Construction of Lessons In Effective & Less Effective
Classrooms. Teaching and Teacher Education, 4, 189-213.
Appendix 3
Classroom Management Strategies for High School Teachers

This post has been updated as of December 2017.
Improving your high school class management skills can significantly enhance your
experiences as a teacher, and the skills you develop can also help your students to learn
more effectively—no distractions, no bullying, no disrespect. Check out these tips and
strategies to get started.
Tips to improve class management skills:
 Prepare yourself before the school year starts.

 Know what you want students to learn.
 Plan and follow a timeline for teaching while allowing for flexibility.
 Know in advance what your school policies are and the support you can expect.
 Be prepared—and willing—to ask for support.
 Have a record-keeping system prepared for attendance, grades, and behavior.
 Remind yourself every morning that you are in charge of your classroom.
 Accept the responsibility for being in charge.
 Accept the responsibility for teaching your students.
 Believe in yourself, and believe in what you teach.
Establishing classroom rules

Write them down, hang them up, and hold yourself and your students accountable to any
rules you set for your classroom. Some tips and ideas:
 Class rules should not be complicated—keep them simple for your students.
 Be consistent and fair with your rules.
 Make a printed list of the rules and give each student two copies; have one copy
signed by the student and the other by a parent.
 Ensure that any substitute teacher knows and enforces your rules.
 Have students raise their hands to answer or ask questions.
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 Expect your students to be on time—punctuality is a trait that, as you know, will serve
them well in college, the workforce, and beyond.
 Don’t yell, and don’t allow students to yell at either.
 Do not tolerate bullying.
 Altercations will lead immediate action.
 If your classroom becomes out of control, take names and take action with your
principal or the parents.
 Create a system that provides credit for good behavior.
 Establish an organized system for bathroom breaks.
Practice while you teach

There’s no better time to put your classroom management skills to use than while you’re
teaching. Following these tips will help keep your students engaged and help you maintain
control of the class.
 Student attention spans are limited, so break up lectures to keep your students
interested.
 Change the volume and tone of your voice while lecturing. An occasional whisper can
command attention.
 Find subtle ways to refocus students’ attention.
 If you pass out papers, do so from side to side. Front to back can lead to chaos.
 Show respect for your students, even if they do not show respect for you.
 At the end of class, give students an idea of what the next class will involve.
 Walk around while you lecture.
 Surprise students with pop quizzes.
 Break students into small groups for special projects.
 Require students to participate and complete their share of the project.
Incorporate these tips in your class, or use them as a springboard to come up with your own
management ideas. At the end of the day, you know your students and your classroom best.
Enforce the rules that are important to you, maintain a classroom you’d be proud of if you
were peeking through the window, and remember, you are the boss!
Appendix 4
The rights of children in school

Chris Mercogliano https://www.educationrevolution.org/blog/the-rights-of-children-in-school/
In my work as an educational consultant, I have visited many schools all over the world. I have
observed, in both traditional and alternative schools, that children’s basic rights are often ignored. I
believe that all human beings, no matter how old they are, must be granted the right to take care of
their bodily needs. The child’s body and whole organism are by nature determined to move and learn
in specific ways. When we adults refuse to collaborate with the child’s natural development, we
create immense, unnecessary suffering. Even seemingly harmless experiences such as occasionally
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being denied the right to go to the toilet when needed, can leave trauma and health problems that are
carried into adulthood.
The widespread assumption that children should sit still and listen, has been repeatedly disproved by
scientists, psychologists, and educators. Children are meant to move their bodies and play. This is
how they learn best. Furthermore, children in all school models are still being discriminated against,
shamed and punished for having different learning styles. Sadly, children who learn more quickly or
more slowly than their peers are often neglected in the classroom. Sometimes, learning content simply
is not interesting enough or even age-appropriate. If children are unable to relate to the subject matter
or the way in which it is delivered, they naturally lose interest. Children are drawn toward classroom
activities that are aligned with their stages of cognitive and emotional development.
The “school model” itself will not protect children from abuse. Every single teacher and parent needs
to take responsibility for his or her own well-being and for the child’s well-being.
The UN’s Convention on the Rights of the Child outlines very basic human rights (e.g., to protect
children against child labour and violence and secure their right for education). My list of children’s
rights starts from the assumption that children are in an educational environment. I hope this list of
rights will raise awareness for the subtle abuse and hidden suffering that occur in schools every day.
If we allow children to feel more comfortable in learning environments, we adults will also feel better
and happier! Instead of having to worry about being thirsty or feeling emotionally drained, children
will consistently have their needs met. Children will gain the opportunity to experience true, authentic
learning with joy. This leads to a lifelong love of learning.
All children have the right to do the following:
1. Go to the toilet when needed.

2. Have drinking water available.
3. Move the body when needed.
4. Learn to take care of personal needs.
5. Learn and process emotions through play.
6. Learn through exploration, trial, and error.
7. Make mistakes and not be judged or shamed.
8. Learn at a personal pace.
9. Fully understand a subject before being tested.
10. Not to be tested involuntarily. Instead, share knowledge by free choice, only when ready to
receive feedback on learning progress.
11. Not to be punished. Instead, children should be respectfully encouraged to become more
self-disciplined.
12. Not to be compared with peers. Instead, acknowledged as an individual student with
individual talents, opinions, and characteristics.
13. Not to be judged for being different.
Chris Mercogliano was a teacher at the Albany Free School for thirty-five years and stepped down as
director in June 2007 to concentrate on writing and speaking about non-controlling education and
child-rearing. He is a member of AERO's Board of Directors.
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Appendix 5
Convention on the Rights of the Child (CRC)
http://www.ohchr.org/EN/ProfessionalInterest/Pages/CRC.aspx
Adopted and opened for signature, ratification and accession by General Assembly resolution 44/25 of 20
November 1989 entry into force 2 September 1990, in accordance with article 49
Preamble
The States Parties to the present Convention,
Considering that, in accordance with the principles proclaimed in the Charter of the United Nations,
recognition of the inherent dignity and of the equal and inalienable rights of all members of the human family
is the foundation of freedom, justice and peace in the world,
Bearing in mind that the peoples of the United Nations have, in the Charter, reaffirmed their faith in
fundamental human rights and in the dignity and worth of the human person, and have determined to promote
social progress and better standards of life in larger freedom,
Recognizing that the United Nations has, in the Universal Declaration of Human Rights and in the International
Covenants on Human Rights, proclaimed and agreed that everyone is entitled to all the rights and freedoms set
forth therein, without distinction of any kind, such as race, colour, sex, language, religion, political or other
opinion, national or social origin, property, birth or other status,
Recalling that, in the Universal Declaration of Human Rights, the United Nations has proclaimed that
childhood is entitled to special care and assistance,
Convinced that the family, as the fundamental group of society and the natural environment for the growth and
well-being of all its members and particularly children, should be afforded the necessary protection and
assistance so that it can fully assume its responsibilities within the community,
Recognizing that the child, for the full and harmonious development of his or her personality, should grow up
in a family environment, in an atmosphere of happiness, love and understanding,
Considering that the child should be fully prepared to live an individual life in society, and brought up in the
spirit of the ideals proclaimed in the Charter of the United Nations, and in particular in the spirit of peace,
dignity, tolerance, freedom, equality and solidarity,
Bearing in mind that the need to extend particular care to the child has been stated in the Geneva Declaration of
the Rights of the Child of 1924 and in the Declaration of the Rights of the Child adopted by the General
Assembly on 20 November 1959 and recognized in the Universal Declaration of Human Rights, in the
International Covenant on Civil and Political Rights (in particular in articles 23 and 24), in the International
Covenant on Economic, Social and Cultural Rights (in particular in article 10) and in the statutes and relevant
instruments of specialized agencies and international organizations concerned with the welfare of children,
Bearing in mind that, as indicated in the Declaration of the Rights of the Child, "the child, by reason of his
physical and mental immaturity, needs special safeguards and care, including appropriate legal protection,
before as well as after birth",
Recalling the provisions of the Declaration on Social and Legal Principles relating to the Protection and
Welfare of Children, with Special Reference to Foster Placement and Adoption Nationally and Internationally;
the United Nations Standard Minimum Rules for the Administration of Juvenile Justice (The Beijing Rules);
and the Declaration on the Protection of Women and Children in Emergency and Armed Conflict, Recognizing
that, in all countries in the world, there are children living in exceptionally difficult conditions, and that such
children need special consideration,
Taking due account of the importance of the traditions and cultural values of each people for the protection and
harmonious development of the child, Recognizing the importance of international co-operation for improving
the living conditions of children in every country, in particular in the developing countries.
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A summary of the rights under the CRC
Article 1 (Definition of the child): The Convention defines a 'child' as a person below the age of 18, unless the
laws of a particular country set the legal age for adulthood younger. The Committee on the Rights of the Child,
the monitoring body for the Convention, has encouraged States to review the age of majority if it is set below
18 and to increase the level of protection for all children under 18.
Article 2 (Non-discrimination): The Convention applies to all children, whatever their race, religion or
abilities; whatever they think or say, whatever type of family they come from. It doesn’t matter where children
live, what language they speak, what their parents do, whether they are boys or girls, what their culture is,
whether they have a disability or whether they are rich or poor. No child should be treated unfairly on any
basis.
Article 3 (Best interests of the child): The best interests of children must be the primary concern in making
decisions that may affect them. All adults should do what is best for children. When adults make decisions,
they should think about how their decisions will affect children. This particularly applies to budget, policy and
law makers.
Article 4 (Protection of rights): Governments have a responsibility to take all available measures to make sure
children’s rights are respected, protected and fulfilled. When countries ratify the Convention, they agree to
review their laws relating to children. This involves assessing their social services, legal, health and educational
systems, as well as levels of funding for these services. Governments are then obliged to take all necessary
steps to ensure that the minimum standards set by the Convention in these areas are being met. They must help
families protect children’s rights and create an environment where they can grow and reach their potential. In
some instances, this may involve changing existing laws or creating new ones. Such legislative changes are not
imposed, but come about through the same process by which any law is created or reformed within a country.
Article 41 of the Convention points out the when a country already has higher legal standards than those seen in
the Convention, the higher standards always prevail.
Article 5 (Parental guidance): Governments should respect the rights and responsibilities of families to direct
and guide their children so that, as they grow, they learn to use their rights properly. Helping children to
understand their rights does not mean pushing them to make choices with consequences that they are too young
to handle. Article 5 encourages parents to deal with rights issues "in a manner consistent with the evolving
capacities of the child". The Convention does not take responsibility for children away from their parents and
give more authority to governments. It does place on governments the responsibility to protect and assist
families in fulfilling their essential role as nurturers of children.
Article 6 (Survival and development): Children have the right to live. Governments should ensure that
children survive and develop healthily.
Article 7 (Registration, name, nationality, care): All children have the right to a legally registered name,
officially recognised by the government. Children have the right to a nationality (to belong to a country).
Children also have the right to know and, as far as possible, to be cared for by their parents.
Article 8 (Preservation of identity): Children have the right to an identity – an official record of who they are.
Governments should respect children’s right to a name, a nationality and family ties.
Article 9 (Separation from parents): Children have the right to live with their parent(s), unless it is bad for
them. Children whose parents do not live together have the right to stay in contact with both parents, unless this
might hurt the child.
Article 10 (Family reunification): Families whose members live in different countries should be allowed to
move between those countries so that parents and children can stay in contact, or get back together as a family.
Article 11 (Kidnapping): Governments should take steps to stop children being taken out of their own country
illegally. This article is particularly concerned with parental abductions. The Convention’s Optional Protocol
on the sale of children, child prostitution and child pornography has a provision that concerns abduction for
financial gain.
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Article 12 (Respect for the views of the child): When adults are making decisions that affect children,
children have the right to say what they think should happen and have their opinions taken into account. This
does not mean that children can now tell their parents what to do. This Convention encourages adults to listen
to the opinions of children and involve them in decision-making -- not give children authority over adults.
Article 12 does not interfere with parents' right and responsibility to express their views on matters affecting
their children. Moreover, the Convention recognizes that the level of a child’s participation in decisions must
be appropriate to the child's level of maturity. Children's ability to form and express their opinions develops
with age and most adults will naturally give the views of teenagers greater weight than those of a pre-schooler,
whether in family, legal or administrative decisions.
Article 12 (Respect for the views of the child): When adults are making decisions that affect children,
children have the right to say what they think should happen and have their opinions taken into account.
Article 13 (Freedom of expression): Children have the right to get and share information, as long as the
information is not damaging to them or others. In exercising the right to freedom of expression, children have
the responsibility to also respect the rights, freedoms and reputations of others. The freedom of expression
includes the right to share information in any way they choose, including by talking, drawing or writing.
Article 14 (Freedom of thought, conscience and religion): Children have the right to think and believe what
they want and to practise their religion, as long as they are not stopping other people from enjoying their rights.
Parents should help guide their children in these matters. The Convention respects the rights and duties of
parents in providing religious and moral guidance to their children. Religious groups around the world have
expressed support for the Convention, which indicates that it in no way prevents parents from bringing their
children up within a religious tradition. At the same time, the Convention recognizes that as children mature
and are able to form their own views, some may question certain religious practices or cultural traditions. The
Convention supports children's right to examine their beliefs, but it also states that their right to express their
beliefs implies respect for the rights and freedoms of others.
Article 15 (Freedom of association): Children have the right to meet together and to join groups and
organisations, as long as it does not stop other people from enjoying their rights. In exercising their rights,
children have the responsibility to respect the rights, freedoms and reputations of others.
Article 16 (Right to privacy): Children have a right to privacy. The law should protect them from attacks
against their way of life, their good name, their families and their homes.
Article 17 (Access to information; mass media): Children have the right to get information that is important
to their health and well-being. Governments should encourage mass media – radio, television, newspapers and
Internet content sources – to provide information that children can understand and to not promote materials that
could harm children. Mass media should particularly be encouraged to supply information in languages that
minority and indigenous children can understand. Children should also have access to children’s books.
Article 18 (Parental responsibilities; state assistance): Both parents share responsibility for bringing up their
children, and should always consider what is best for each child. Governments must respect the responsibility
of parents for providing appropriate guidance to their children – the Convention does not take responsibility for
children away from their parents and give more authority to governments. It places a responsibility on
governments to provide support services to parents, especially if both parents work outside the home.
Article 19 (Protection from all forms of violence): Children have the right to be protected from being hurt
and mistreated, physically or mentally. Governments should ensure that children are properly cared for and
protect them from violence, abuse and neglect by their parents, or anyone else who looks after them. In terms
of discipline, the Convention does not specify what forms of punishment parents should use. However any
form of discipline involving violence is unacceptable. There are ways to discipline children that are effective in
helping children learn about family and social expectations for their behaviour – ones that are non-violent, are
appropriate to the child's level of development and take the best interests of the child into consideration. In
most countries, laws already define what sorts of punishments are considered excessive or abusive. It is up to
each government to review these laws in light of the Convention.
Article 20 (Children deprived of family environment): Children who cannot be looked after by their own
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family have a right to special care and must be looked after properly, by people who respect their ethnic group,
religion, culture and language.
Article 21 (Adoption): Children have the right to care and protection if they are adopted or in foster care. The
first concern must be what is best for them. The same rules should apply whether they are adopted in the
country where they were born, or if they are taken to live in another country.
Article 22 (Refugee children): Children have the right to special protection and help if they are refugees (if
they have been forced to leave their home and live in another country), as well as all the rights in this
Convention.
Article 23 (Children with disabilities): Children who have any kind of disability have the right to special care
and support, as well as all the rights in the Convention, so that they can live full and independent lives.
Article 24 (Health and health services): Children have the right to good quality health care – the best health
care possible – to safe drinking water, nutritious food, a clean and safe environment, and information to help
them stay healthy. Rich countries should help poorer countries achieve this.
Article 25 (Review of treatment in care): Children who are looked after by their local authorities, rather than
their parents, have the right to have these living arrangements looked at regularly to see if they are the most
appropriate. Their care and treatment should always be based on “the best interests of the child”. (see Article 3)
Article 26 (Social security): Children – either through their guardians or directly – have the right to help from
the government if they are poor or in need.
Article 27 (Adequate standard of living): Children have the right to a standard of living that is good enough
to meet their physical and mental needs. Governments should help families and guardians who cannot afford to
provide this, particularly with regard to food, clothing and housing.
Article 28: (Right to education): All children have the right to a primary education, which should be free.
Wealthy countries should help poorer countries achieve this right. Discipline in schools should respect
children’s dignity. For children to benefit from education, schools must be run in an orderly way – without the
use of violence. Any form of school discipline should take into account the child's human dignity. Therefore,
governments must ensure that school administrators review their discipline policies and eliminate any
discipline practices involving physical or mental violence, abuse or neglect. The Convention places a high
value on education. Young people should be encouraged to reach the highest level of education of which they
are capable.
Article 29 (Goals of education): Children’s education should develop each child’s personality, talents and
abilities to the fullest. It should encourage children to respect others, human rights and their own and other
cultures. It should also help them learn to live peacefully, protect the environment and respect other people.
Children have a particular responsibility to respect the rights their parents, and education should aim to develop
respect for the values and culture of their parents. The Convention does not address such issues as school
uniforms, dress codes, the singing of the national anthem or prayer in schools. It is up to governments and
school officials in each country to determine whether, in the context of their society and existing laws, such
matters infringe upon other rights protected by the Convention.
Article 30 (Children of minorities/indigenous groups): Minority or indigenous children have the right to
learn about and practice their own culture, language and religion. The right to practice one’s own culture,
language and religion applies to everyone; the Convention here highlights this right in instances where the
practices are not shared by the majority of people in the country.
Article 31 (Leisure, play and culture): Children have the right to relax and play, and to join in a wide range of
cultural, artistic and other recreational activities.
Article 32 (Child labour): The government should protect children from work that is dangerous or might harm
their health or their education. While the Convention protects children from harmful and exploitative work,
there is nothing in it that prohibits parents from expecting their children to help out at home in ways that are
safe and appropriate to their age. If children help out in a family farm or business, the tasks they do be safe and
55
suited to their level of development and comply with national labour laws. Children's work should not
jeopardize any of their other rights, including the right to education, or the right to relaxation and play.
Article 33 (Drug abuse): Governments should use all means possible to protect children from the use of
harmful drugs and from being used in the drug trade.
Article 34 (Sexual exploitation): Governments should protect children from all forms of sexual exploitation
and abuse. This provision in the Convention is augmented by the Optional Protocol on the sale of children,
child prostitution and child pornography.
Article 35 (Abduction, sale and trafficking): The government should take all measures possible to make sure
that children are not abducted, sold or trafficked. This provision in the Convention is augmented by the
Optional Protocol on the sale of children, child prostitution and child pornography.
Article 36 (Other forms of exploitation): Children should be protected from any activity that takes advantage
of them or could harm their welfare and development.
Article 37 (Detention and punishment): No one is allowed to punish children in a cruel or harmful way.
Children who break the law should not be treated cruelly. They should not be put in prison with adults, should
be able to keep in contact with their families, and should not be sentenced to death or life imprisonment without
possibility of release.
Article 38 (War and armed conflicts): Governments must do everything they can to protect and care for
children affected by war. Children under 15 should not be forced or recruited to take part in a war or join the
armed forces. The Convention’s Optional Protocol on the involvement of children in armed conflict further
develops this right, raising the age for direct participation in armed conflict to 18 and establishing a ban on
compulsory recruitment for children under 18.
Article 39 (Rehabilitation of child victims): Children who have been neglected, abused or exploited should
receive special help to physically and psychologically recover and reintegrate into society. Particular attention
should be paid to restoring the health, self-respect and dignity of the child.
Article 40 (Juvenile justice): Children who are accused of breaking the law have the right to legal help and
fair treatment in a justice system that respects their rights. Governments are required to set a minimum age
below which children cannot be held criminally responsible and to provide minimum guarantees for the
fairness and quick resolution of judicial or alternative proceedings.
Article 41 (Respect for superior national standards): If the laws of a country provide better protection of
children’s rights than the articles in this Convention, those laws should apply.
Article 42 (Knowledge of rights): Governments should make the Convention known to adults and children.
Adults should help children learn about their rights, too. (See also article 4.)
Articles 43-54 (implementation measures): These articles discuss how governments and international
organizations like UNICEF should work to ensure children are protected in their rights.
For the full 54 articles and details: http://www.ohchr.org/EN/ProfessionalInterest/Pages/CRC.aspx
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Appendix 6
Sample school behaviour policy: Carpenters Primary School
Introduction:
At Carpenters Primary School we will not accept discriminatory behaviour of any kind from any
party. All children and adults have a right to be respected and the responsibility to give respect to
others including those with Special Educational Needs. This is in accordance with the 2010
Equality Act. It is a primary aim of our school to ensure that every member of the school
community feels valued and respected, and that each person is treated fairly. We are a caring
community, whose values are built on mutual trust and respect for all. The school behaviour
policy is therefore designed to support the way in which all members of the school can live and
work together in a supportive way. It aims to promote an environment where everyone feels
happy, safe and secure. This policy will explain the ways in which we work together to ensure a
positive and consistent approach.
Our Behaviour policy aims to:
 Encourage a calm, purposeful and happy atmosphere within the school;

 Foster positive, caring attitudes towards everyone where achievements at all levels are
acknowledged and valued;
 Encourage increasing independence and self-discipline so that children learn to accept
responsibility for their own behaviour;
 Have a consistent approach to behaviour throughout the school with co-operation from
children and the positive involvement of parents/carers;
 Create clear boundaries of acceptable behaviour and ensure safety;
 Raise awareness about appropriate and inappropriate behaviour;
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 Help children, staff and parents/carers to have a shared sense of direction and a feeling of
common purpose;
 Eliminate bureaucratic procedures which often get in the way of solving the problem.
How we promote positive behaviour:
 We make our expectations of good behaviour clear through using the RESPECT values:
Responsible, Excellence, Share, Polite, Encourage, Communicate, Truth
 We discourage inappropriate behaviour by promoting mutual respect;
 We encourage children to take responsibility for their own actions and behaviour;
 We lead by example;
 We praise and reward good behaviour both privately and publicly;
 We believe in the importance of calm discussion and acknowledge that encouragement is
usually more effective than threats/warnings.
How we celebrate positive behaviour:
 We use an awards system where children can earn a tick or marble for displaying positive
behaviour. After 20 ticks or marbles, children will receive a Headteacher Award (See
Appendix 1);
 We organise weekly achievement assemblies where children are rewarded for Star of the
Week, Homework of the Week and on rotation for Math-magicians, Remarkable Readers
or Noteworthy Writers. Parents/Carers are kept informed of achievements through the
weekly newsletter and certificates taken home;
 Well done phone calls/messages to parents/carers when appropriate;
 Star of the Week sticker for staying on gold all week;
 Child of the term and Child of the Year Award;
 A class reward, such as a special visit for the best attendance in each phase every term
and at the end of the year.
We expect children to:
 Respect each other and show respect for all adults;

 Attend school every day, on time and be ready to learn;
 Co-operate with other children and adults;
 Have good manners;
 Follow the RESPECT values at all times;
 Know, understand and follow the Home-School Agreement;
 Tell an adult if they have a problem.
We expect staff to:
 Provide positive role models at all times;

 Create a culture of respect for all people;
 Respect children and listen to their views without discrimination;
 Implement the school’s rules, rewards and consequences fairly and consistently as
detailed in this policy;
 Raise all children’s self-esteem and develop their full potential;
 Encourage self-motivation and independence;
 Provide a challenging, interesting and relevant curriculum;
 Create a safe and pleasant environment in the classroom and elsewhere, both physically
and emotionally;
 Form a positive relationship with parents/carers so that all children can see that the key
adults in their lives share a common aim;
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 Recognise that children are individuals and be aware of their needs.
We expect parents/carers to:
 Show respect for all members of the school community;

 Be aware of the school rules, rewards and consequences which are displayed in the school
entrance and classrooms. Then at home to discuss these with their child;
 Ensure children attend regularly and punctually;
 Support their child’s learning, and to co-operate with the school, as set out in the Home-
School Agreement;
 Support the actions/consequences given to their child. If parents/carers have any
concerns about the way that their child has been treated, they should contact the school
immediately;
 Support their child in learning to resolve difficulties in a positive manner.
We expect governors to:
 Promote and monitor the implementation of this policy;

 Promote whole school adherence to the practices within this policy;
 Ensure equality of delivery to individuals and groups through monitoring exclusions.
How we deal with negative/inappropriate behaviour:
 We use positive praise with children displaying good behaviour as role models and use
them to support younger children who may show challenging behaviour;
 We use a ‘Traffic Lights’ system which is displayed in every room and is used
consistently both within and outside the classroom, including on Educational Visits,
After-school and Breakfast Club. This is progressive, though children can step back down
the system if behaviour improves or up to the next step if behaviour deteriorates (See
Appendix 2a, 2b, 2c). Clear warnings and an explanation of why the behaviour is
inappropriate will be given;
 We clarify the degree of negative behaviour and the consequences;
 We have a clear system for inappropriate behaviour in the playground with the use of the
‘Cool Room’ (See Appendix 3);
 We have a Behaviour Lead and Learning Mentors who focus on behaviour support. Class
teachers may make referrals if necessary;
 The Leadership Team, supported by the Behaviour Lead, have an overview of the
children with challenging behaviour and work alongside staff in meetings with children
and their parents/carers;
 We inform parents/carers of persistent negative behaviour and may write a Behaviour
Plan, in partnership with parents/carers, that has clear targets and a timeframe for
improvement;
 We refer children to the Behaviour Support Service if serious and challenging behaviour
arises;
 We respond quickly and systematically to all negative behaviour.
Exclusion (Consequences of serious unacceptable behaviour):
We will always try to identify the causes of behaviour issues and promote strategies to support
the child in order to modify their behaviour. We see exclusion as a last resort. However, there
are incidents or circumstances where it will be the only appropriate step. For example; in line
with the Local Authority’s policy, there will be a minimum of a 5 day fixed term external
exclusion for bringing an offensive weapon to school.
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Internal Exclusion:
An internal exclusion means that a child will complete their set work either in another classroom
or in the office with a member of the Leadership or Senior Leadership Team for at least half a
day. The duration will be dependent on the circumstance and history of behaviour. The child
will not be permitted to be in the playground at break or lunchtime, nor be able to attend an
educational visit on that day. Repeated internal exclusions could result in a fixed term external
exclusion.
Fixed Term External Exclusion:

When a fixed term external exclusion is deemed appropriate, the school will endeavour to obtain
a place at RIET (Reintegration into Education Team), the local authority’s provision specialising
in supporting children who have been excluded or are in danger of being so. Attendance at RIET
provides the opportunity for children to explore the events that led to the exclusion and identify
different choices which could have been made.
If a place at RIET is not available, it is expected that the child remains supervised at home for
the day and completes the work there. The letter, which is issued when a child is excluded,
explains clearly the responsibility that a child should not be in a public place during the period
of the exclusion.
If an incident may be deemed serious enough to consider a fixed term exclusion, the school will
endeavour to contact the parents/carers on the day of the incident to inform them an
investigation will take place. A letter will be sent home outlining the reasons for the exclusion
and the measures parents/carers can take in relation to them. If a RIET placement has not been
provided, the school will provide work for the length of the exclusion. It is expected that this is
returned to be marked. On return to school, the parents/carers and child will meet with a
member of the Leadership Team at a re-integration meeting to discuss future actions to ensure
the behaviour does not reoccur.
Pastoral Support Plans (PSP):

On very rare occasions it may be felt that a child is at risk of permanent exclusion due to the
inappropriate behaviour or persistent poor behaviour being displayed. In this circumstance, the
school will put a PSP into place in order to support the child and try to prevent the behaviour
reoccurring. This plan will have a clear timeline and will involve the child, school and
parents/carers working together to establish clear targets for improvement and the support
measures (both at home and school) needed to achieve these. Regular reviews will be organised
to assess progress and make amendments as required. Where appropriate, other agencies,
including the Behaviour Support Service (BSS) will also be part of this process to ensure that
specific professional expertise is accessed in order to meet the needs of the child.
Health & Safety:

We will:
 Undertake a risk assessment of any children who display disruptive behaviour;
 Create a Positive Handling Plan for any child who requires positive handling;
 Train staff who may need to work with children who require positive handling;
 Ensure all staff are aware of the policy on positive handling of children.
Physical Intervention:
The general principle is that the use of physical intervention should, wherever possible, be
avoided. Before using physical intervention, staff should always attempt to use diversion or
diffusion to manage the situation. However the Education Act 1996 allows all teachers to use
reasonable force to prevent a child from:
1. Assaulting or injuring another person;

60
2. Injuring themselves;
3. Putting himself/herself into danger (e.g. attempting to run away);
4. Damaging property.
For further details please see our physical restraint policy.
Confiscating Items
Unapproved items brought into school by children such as; sweets and electrical items may be
confiscated by a member of staff and returned at a later time to the child or parent/carer. It must
be made clear when such items will be returned and to whom. In the case of confiscation of a
weapon or other illegal item, the police will be informed and the item released only to them until
further guidance is given.
The Headteacher can authorise a search without consent for items including stolen property; this
search would occur with the child present. This would only be used as a final resort and
parents/carers of children affected would be informed as soon as is reasonably possible.
Incidents Outside of the School

In accordance with the information published by the Department for Education entitled
“Behaviour & Discipline in Schools”, the school has a statutory power to discipline children for
misbehaving outside of the school premises. Section 89(5) of the Education and Inspections Act
2006, gives Headteachers a specific statutory power to regulate children’s behaviour in these
circumstances “to such extent as is reasonable”. Examples of such unacceptable behaviour
include:
 Taking part in any school-organised or school-related activity;

 Travelling to or from school;
 Wearing school uniform or in some other way identifiable as a child at Carpenters
Primary School.
In extreme cases of unacceptable behaviour (such as cyber bullying) at any time, whether or not
the conditions above apply, that:
 Could have repercussions for the orderly running of the school;

 Poses a threat to another child or member of the public;
 Could adversely affect the reputation of the school.
Resources:
 We have expert advice and training from agencies such as the local authority Behaviour
Support Team, to ensure we are up-to-date with Local and national initiatives;
 We use books, videos and DfEs, SEBs or SEALs material to deliver circle time and
assemblies to whole school, classes or groups of children to learn about appropriate
behaviour;
 We use experts such as the Gangs and Gang Violence Team and Community Policy to
deliver workshops to children.
 Philosophy for Children (P4C). Please also refer to other linked policies/procedures:
 Inclusion
 Equalities Scheme
 Anti-bullying
 Exclusion Guidance
 Physical Restraint
61

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School of Education

Division of Teaching and Learning

EDY 2312/5312 MANAGING

STUDY GUIDE [Semester 1, 2019]

SECTION ONE COURSE OVERVIEW

SECTION TWO WEEKLY CONTENT

Week 1 Introduction and course overview ………………………................. 7

SECTION THREE RESOURCES

Managing behaviour in schools requires a whole-school approach to creating an environment to

When considering the development of behaviour management approaches in Papua New

• Create a positive and safe environment conducive for learning

Course Title: Managing Behaviour in Schools

Course Code: EDY 2312/5312

 Relate behavioural theories to student behaviour formation

 Behaviour Formation Theories

Task 1: Group Project

Task 2 Open Book Test

 This ‘discussion’ icon directs you to discuss with your friends or

 This ‘reading’ icon informs you of the required and/or suggested

 This ‘self-check’ icon reminds you to review of your completed

 This ‘exercise(s)’ icon presents exercises that will be completed in

 This ‘assessment’ icon highlights important information concerning

Week 1 – Orientation to EDY 2312/5312 and Course Overview

Outcomes: You will have:

[Source: Google Free Images, 2017]

Outcomes: You will have:

[Source: Google Free Images, 2017]

Outcomes: You will have:

Child Development Theories and Examples

Child Development Theories: A Background

Freud's Psychosexual Developmental Theory

Erikson's Psychosocial Developmental Theory

Behavioural theories of child development focus on how environmental interaction influences

Piaget's Cognitive Developmental Theory

Bowlby's Attachment Theory

Bandura's Social Learning Theory

Bronfenbrenner’s Ecological Systems Theory

 Read notes provided as Appendix 1

 Major Concepts and DEFINITIONS:

Outcomes: You will have:

[Source: Google Free Images, 2017]

 Read article provided as Appendix 2

Assessment Task One - Group project:

Outcomes: You will have:

The responsibilities of different stakeholders in implementing the policy

1. The responsibilities of students

The students have the responsibility to:

2.1 Raise children in a safe, healthy and caring home:

2.2 Build the foundation for good behaviour:

 Be a good role model

2.3 Support education and behaviour management in schools:

3. The responsibilities of communities

3.1 Build a safe and healthy environment for students:

3.2 Support education and behaviour management in schools:

 Allocate adequate fund to promote good citizenship events.

5. The responsibilities of teachers

5.1 Be a good behaviour role model

5.2 Professionally manage student behaviour:

5.3 Protect children:

5.4 Share best practice:

6. The responsibilities of the head teacher or principal

6.1 Manage a safe, healthy and well managed school:

 Be a role model for good management and behaviour.