Behaviour Management in Schools and Wellbeing Dr H i lary Cremin firstname.lastname@example.org. Faculty of Education. Wellbeing. Beyond basic needs such as food and shelter: What are the elements of a ‘ good life ’ ? What do people who are thriving do, value and feel?.
Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.
Behaviour Management in Schools and Wellbeing
Dr Hilary Cremin
Faculty of Education
Beyond basic needs such as food and shelter:
Findings from the Foresight Research Project on Mental Capital and Wellbeing Funded by Department of Business Innovation and Skills July 2006 - October 2008
School behaviour management can be broadly divided into 3 types:
The Restorative Discipline Window (Costello, B. Wachtel, J. & Wachtel, T. (2009) The Restorative Practices Handbook, Bethlehem: IIRP Wachel,
Low supportHigh support
Negative – absence of direct violence
Positive – absence of structural and cultural violence
Galtung, J. (1970). Pluralism and the future of human society. Challenges for the future: Proceedings from the Second International Futures Research Conference, Norway, 271-308.
………….why it can be counter-productive…..
Findings from research…….
Dr Hilary Cremin, University of Cambridge
Co-investigator: Dr Hugh Busher, Leicester University
Research Associate: Dr Carolynne Mason, Cambridge University
Research Project funded by the British Academy 2007-2009
Student OR: “It’s the older ones go first, at smoking, then some other group will come along and then another and then another.”
Class teacher AE: “Break duty, I do one down in the hall, so I do that, and I do one up on the field, which is basically telling all the smokers to go further away from me so that I can't see who they are. If I can see who they are I will report them. Yeah so, no I don't allow any smoking, as long as I can see your face.”
Class teacher AE: “People sitting at the back ticking boxes as to how you teach. You've got to do a starter, you've got to do the three tasks in the middle including V.A.K, including all these acronyms, and come up with a plenary. Let me get on and teach! Just trust me, I’ll get on and do it!”
Senior teacher IA: “In terms of working practice I don’t think there is any dissidence. Not at all, because, you know, the way we guide staff to be and behave and work and so on, they are…they do directly or indirectly, follow the policy. There is no dissonance there. No-one sort of argues about what we ask them to do or how we ask them to do it.”
Class teacher EH: “But I think that’s a big problem with our policies, that you read them and sometimes – often! – you don’t have a clue what they’re talking about!”
Since 2006, through its “new relationship with schools”, OfSted have instigated inspection procedures that are more ‘light touch’ than before. ‘Good’ schools can now expect shorter and less infrequent inspections.,
Schools are now expected to collate and analyse their own data through a self-evaluation process. The role of Inspections is to verify the school’s systems of self-analysis.
Schools causing concern can expect an inspection at any time, at short notice. The need to self-evaluate, and to manage the image of the school has become a matter of survival.
It pervades every area of school life.
“Throughout the penal procedure and the implementation of the sentence there swarms a whole series of subsidiary authorities. Small scale legal systems and parallel judges have multiplied around the principle judgement: psychiatric or psychological experts, magistrates concerned with the implementation of the sentence, educationalists, members of the prison service, all fragment the legal power to punish…”
Foucault, 1979: 21
………….why it can be transformative…....
Findings from research…….
……..and thank you for listening