Figures Tables Boxes PART ONE: OVERVIEW 1 The nature and causes of behavioural difficulties in schools 2 Styles of teaching and discipline PART TWO: CONTROLLING DISCIPLINE 3 Overview of the controlling model 4 Strengthening appropriate behaviours 5 Reducing inappropriate behaviours 6 Classroom discipline 7 Targeted interventions 8 Individualised interventions 9 Critique of behaviourism PART THREE: THE GUIDANCE APPROACH 10 Overview of the guidance approach 11 Meeting students' basic needs: Wellbeing and safety 12 Meeting students' need for self-esteem: Worth and competence 13 Meeting students' social needs: Affiliation and connection 14 Meeting students' need for autonomy: Voice and choice 15 Meeting students' 'luxury' needs: Purpose and happiness 16 Facilitating learning: Mastery and accomplishment 17 Compassionate communication 18 Providing support 19 Revealing solutions 20 Critique of the guidance approach PART FOUR: APPLICATIONS 21 Attention deficits 22 Resolving aggression and bullying PART FIVE: BEYOND THE CLASSROOM 23 Collaborating with parents 24 Supporting teachers 25 Formulating policy about student behaviour
Louise Porter is the author of Student Behaviour, Gifted Young Children, and Teacher-Parent Collaboration.
'True to its title, this is an enormously ambitious - indeed, encyclopedic - resource that makes a compelling, multilayered case for putting respect for children's needs ahead of our urge to control them.' - Alfie Kohn, author of Beyond Discipline and Punished by Rewards. 'There is so much to admire and absorb in this impressive and highly readable blend of research, idealism and sound sense - highly recommended for principals, aspiring school leaders and reflective practitioners teaching students with behavioural difficulties.' - Dr Ted Cole, lead editor of The Routledge International Companion to Emotional and Behavioural Difficulties