Contents
	Printable version of this page

  Intro material
  Study modules
  Selected readings

Introduction


Course introduction
	Welcome
	Course overview
	Course structure
Study schedule
Course assessment
	Assessment scheme
	Assignment 1
		Marking criteria
	Assignment 2
		Marking criteria



Study modules
Module 1: Basic concepts in behaviour management
	Module overview
	Learning outcomes
	Learning resources
	Introduction
	1.1	Developments, trends, and issues
	1.2	Public and professional concern for discipline in schools – a global perspective
	1.3	Why students misbehave
		1.3.1	The unnatural and restrictive nature of the classroom
		1.3.2	Complex task demands
		1.3.3	Compulsory attendance
		1.3.4	Class assignment
		1.3.5	Pupil aptitude and motivation
		1.3.6	Teacher personality and likeableness
		1.3.7	Teacher competence
	1.4	Is there a crisis in discipline in our schools?
	1.5	The role of the media in perceptions of discipline in schools
	Recommended references
	Reference list
Module 2: Approaches to behaviour management
	Module overview
	Learning outcomes
	Learning resources
	Introduction
	2.1	Approaches to behaviour management
		2.1.1	Management models
		2.1.2	Leadership models
		2.1.3	Nondirective models
		2.1.4	Emerging models
	2.2	Prevention, support, and correction
		2.2.1	Preventive discipline
		2.2.2	Supportive discipline
		2.2.3	Corrective discipline
	Reference list
Module 3: Management models
	Module overview
	Objectives
	Learning resources
	Introduction
	3.1	Behaviour modification
		3.1.1	Origins
		3.1.2	Assumptions
		3.1.3	Key components
		3.1.4	Problems
	3.2	Assertive discipline
		3.2.1	Origins
		3.2.2	Assumptions
		3.2.3	Key components
		3.2.4	Problems
	3.3	Kounin Model
		3.3.1	Origins
		3.3.2	Assumptions
		3.3.3	Key components
		3.3.4	Problems
		3.3.5	The Jones Model
	Reference list
	Self assessment questions 3.1
	Feedback
Module 4: Leadership models
	Module overview
	Objectives
	Learning resources
	Introduction
	4.1	Logical consequences
		4.1.1	Origins
		4.1.2	Assumptions
		4.1.3	Key components
		4.1.4	Problems
	4.2	Reality therapy/control theory
		4.2.1	Origins
		4.2.2	Assumptions
		4.2.3	Key components
		4.2.4	Problems
	4.3	Cooperative discipline
		4.3.1	Origins
		4.3.2	Assumptions
		4.3.3	Key components
		4.3.4	Problems
		4.3.5
	Reference list
	Self assessment questions 4.1
	Feedback
Module 5: Non-directive models
	Module overview
	Objectives
	Learning resources
	Introduction
	5.1	Teacher effectiveness training
		5.1.1	Origins
		5.1.2	Assumptions
		5.1.3	Key components
		5.1.4	Problems
	5.2	The Ginott Model
		5.2.1	Origins
		5.2.2	Assumptions
		5.2.3	Key components
		5.2.4	Problems
	Reference list
	Self assessment questions 5.1
	Feedback
Module 6: Emerging models and views on classroom discipline
	Module overview
	Objectives
	Learning resources
	Introduction
	6.1	Judicious discipline
	6.2	Inner discipline
	6.3	The Effective Behavioural Support (EDS) program
		6.3.1	Schoolwide focus
		6.3.2	Classroom management systems
	Reference list
Module 7: Building a personal model of classroom discipline
	Module overview
	Objectives
	Learning resources
	Introduction
	7.1	Evaluating models of discipline
	7.2	Building a personal approach to discipline
	Conclusion
	Reference list

List of readings


Module 1:	Basic concepts in behaviour management
Reading 1.1
Levin, J & Nolan, J 2000, Principles of classroom management: a professional decision making model, Allyn & Bacon, Boston, pp. 40–71.
Module 2:	Approaches to behaviour management
Reading 2.1
Kameenui, EJ & Darch, CB 1995, Instructional classroom management, Longman, White Plains, NY, pp. 19–39.
Module 3:	Management models
Reading 3.1
Brophy, J 1999, ‘Perspectives of classroom management: yesterday, today and tomorrow’, in J Freiberg (ed.), Beyond behaviourism: changing the classroom management, Allyn & Bacon, Boston, pp. 43–56.
Reading 3.2
Nichols, D & Houghton, S 1995, ‘The effect of Canter’s assertive discipline program on teacher and student behaviour’, The British Journal of Educational Psychology, no. 65, pp. 197–210.
Reading 3.3
Edwards, CH 1997, Classroom discipline and management, Merrill, Upper Saddle River, NJ, pp. 219–38.
Reading 3.4
Charles, CM 2002, Building classroom discipline, Allyn & Bacon, Boston, pp. 51–66.
Module 4:	Leadership models
Reading 4.1
Glasser, W 1990, ‘The quality school’, Phi Delta Kappan, February, pp. 425–35.
Reading 4.2
Glasser, W 1997, ‘A new look at school failure and school success’, Phi Delta Kappan, April, pp. 597–602.
Reading 4.3
Charles, CM, Senter, GW & Barr, KB 1999, Building classroom discipline, Longman, New York, pp. 123–42.
Module 5:	Non-directive models
Reading 5.1
Lewis, R 1997, The discipline dilemma, Australian Council of Education Research, Melbourne, pp. 123–44.
Module 6:	Emerging models and views on classroom discipline
Reading 6.1
Gathercoal, F 1998, ‘Judicious discipline’, in RE Butchart & B McEwan (eds), Classroom discipline in American schools: problems and possibilities for democratic education, State University of New York Press, Albany, NY, pp. 197–216.

Contents

Introduction

Study modules

List of readings