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Managing Student Behaviour in The Classroom: January 2008
Managing Student Behaviour in The Classroom: January 2008
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Research Digest
Styles of behaviour
management 4
What works and what
doesn’t work 8
Restorative justice practices 9
An approach This edition of the Research The first section presents
Behaviour management: an Digest summarises some key some insights from research
issue that affects all teachers 12 to behaviour research studies that suggest about the importance of
Comment 13 management that answers to questions such as: behaviour management
Useful websites 13 works most of How important is behaviour in effective teaching and
management in effective learning. This is followed
References 14 the time, for most teaching and learning? Does by a discussion of some
teachers, will good behaviour management styles of effective behaviour
lead to improved learning management. A further
improve the learning
outcomes for students? section is focused on some
climate of any Throughout the digest studies of contextual factors
school. there are descriptions in students’ behaviour, and
of approaches that have is followed by an account of
practical application in recent research about the
The NSW Institute of T eachers classroom practice. impact of the set of practices
has commissioned the Australian known as restorative justice
Council for Educational Research This research digest is based
practices. The final section
to prepare this series of on searches of a number of
draws on the relationship
electronic research digests. databases and bibliographic
between behaviour
This issue has been prepared resources, including the
by Jenny Wilkinson, Research
management and teacher
Australian Education Index,
Fellow, Marion Meiers, Senior retention. Practical, research-
Research Fellow and Pat Knight, ERIC, Education Research
based classroom strategies
Senior Librarian, Cunningham Complete, British Education
are highlighted. Some useful
Library, ACER. Index and Scopus.
websites are listed, and a full
reference list is provided.
2
behaviour
Approaches to behaviour latter being more effective
management in schools have, in improved social and
to a large extent, reflected academic outcomes for
general societal changes. An students.
overview of the history of
This edition of the Research
behaviour management in
Digest draws on recent
classrooms traces a range of
research evidence to answer
approaches, often negative,
questions such as:
from corporal punishment
◗◗ How important is
and dunce caps, to the
behaviour management
work of the behavioural
in effective teaching and
theorists of the twentieth
learning?
4
Appropriate dominance has been identified Dominance is defined as the teacher’s ability to provide clear
purpose and strong guidance regarding both academics and
in a number of studies discussed by student behavior identify. This contrasts with the more negative
Marzano and Marzano as an important connotation of the term dominance as forceful control or
characteristic of effective teacher-student command over others (Marzano & Marzano, 2003).
relationships (Wubbels et al., 1999; Marzano and Marzano note that other studies indicate that
Wubbels & Levy, 1993). when asked about their preferences for teacher behavior,
students typically express a desire for this type of teacher-student
interaction. For example, in a study that involved interviews with
more than 700 students in grades 4-7, students articulated a clear
preference for strong teacher guidance and control rather than
more permissive types of teacher behavior (Chiu & Tulley). Teachers
can exhibit appropriate dominance by establishing clear behavior
expectations and learning goals and by exhibiting assertive
behavior (Marzano & Marzano, 2003).
Most teachers have ‘high needs’ students in their classrooms
and all teachers know how difficult it can be to balance the
needs of these students against the collective needs of the
class. Marzano and Marzano note that school may be the only
place where the needs of many students who face extreme
challenges are addressed. The reality of schools often demands
that classroom teachers address these severe issues, even though
this task is not always considered a part of their regular job.
Marzano and Marzano describe five categories of high-
needs students: passive, aggressive, attention problems,
perfectionist and socially inept. They further divide the
category of aggressive students into three sub-categories:
hostile, oppositional and covert. They found that the most
effective classroom managers did not treat all students the
same; they tended to employ different strategies with different
types of students. In contrast, ineffective classroom managers
did not appear sensitive to the diverse needs of students. … An
awareness of the five general categories of high-needs students
5
and appropriate actions for each can help teachers build strong
relationships with diverse students.
Effective teaching and learning requires more than an orderly
classroom. Traynor, in a review of the literature, identified five
strategies used by teachers in classroom management:
1. coercive
2. laissez-faire
3. task oriented
4. authoritative
5. intrinsic (Traynor, 2002).
Traynor investigated the pedagogical soundness of the five
classroom order strategies drawn from the literature, using two
criteria:
1. Teaching and learning must result in the development or
practice of a desired learning skill.
2. Teaching and learning must contribute to the maintenance
or development of a student’s emotional well-being.
This small study, conducted in two middle school classrooms,
found that the authoritative and intrinsic strategies were
pedagogically sound and to be recommended (Traynor, 2002).
Two of these five approaches appear to be more effective
than the other three: authoritative and intrinsic. Using the
authoritative strategy, the teacher manages student behavior by
enforcing a specific and reasonable set of classroom rules (Collette
& Chiapetta, 1989 as cited by Traynor, 2002).
When middle school students were asked
Traynor notes that the goal of the intrinsic strategy for classroom
to define caring teachers, they made clear
order is to increase student control over himself/herself. … firm,
fair and sensitive policies are the key components in establishing distinctions between the characteristics of
and maintaining school discipline (Gaddy & Kelly, 1984 as cited in teachers who care and those who do not.
Traynor, 2002).
In a seminal paper Lewis, Romi, Qui and Katz (2005) addressed
questions of teachers’ classroom discipline and student
misbehaviour through students’ perceptions in three different ◗◗ Involvement in decision-making (the extent to which
countries: Australia, China and Israel. Over 700 teachers teachers tried to include students in decisions relating to
and more than 5000 secondary students were involved in discipline)
this study. The study compared students’ perceptions of the ◗◗ Discussion (provides for the voice of the individual student)
extent to which different discipline strategies were used, and ◗◗ Hinting
investigated the relationship between student misbehaviour
◗◗ Aggression.
and classroom discipline in each national setting. Various
strategies were examined: Punishment was ranked as the most commonly used strategy
◗◗ Punishment in Australia, the fourth most commonly used strategy in Israel
◗◗ Recognition/rewarding and the fifth most commonly used strategy in China. ■
Styles
of behaviour management
6
The broad pattern of results indicates that teachers sampled from
China appeared more inclusive and supportive of students’ voices
when it comes to classroom discipline and are less authoritarian
(punitive and aggressive) than those in Israel or Australia… the
Australian classrooms are perceived as having least discussion and
recognition and most punishment. (Lewis et al., 2005)
Lewis points out that cultural factors may have some influence
on these perceptions.
This study refers to two previous publications – Hyman
and Snook’s Dangerous Schools and What You Can Do About
Them (2000), and Lewis’s Classroom Discipline and Student
Responsibility: The Students’ View (2001). Both publications
indicate the potential negative impact of some classroom
management/discipline strategies. Hyman and Snook
conjecture that:
8
What
There are many theoretical models and practical strategies Common classroom mistakes What to do instead
in the area of classroom behaviour management. What Mistake No. 1 Defining misbehavior 1. Define misbehavior by its
by how it looks function
works and what doesn’t work depends on a range of factors Mistake No. 2 Asking: Why did you 2. Assess the behavior directly to
including school context and policies, professional collegiality, do that? determine its function
Mistake No. 3 When an approach 3. Try another way
and the skills and strategies of individual teachers. In Learning
isn’t working, try harder
to Discipline, Metzger, for example, discusses a number of Mistake No. 4 Violating the 4. Follow the guidelines for
techniques and strategies developed over many years’ teaching. principles of good classroom rules classroom rules
Mistake No. 5 Treating all 5. Treat some behaviors as Can’t-
Metzger is a practising secondary teacher, a co-director of misbehaviors as “Won’t do’s” do’s
a mentoring program at her school and a co-teacher of a Mistake No. 6 Lack of planning for 6. Appropriately plan for transition
transition time time
methods course at Harvard University. She describes her
Mistake No. 7 Ignoring all or nothing 7. Ignore wisely
struggles as a beginning teacher to control her classes and at all
how, even today, she can overreact when tired or frazzled, when Mistake No. 8 Overuse and misuse 8. Follow the principles of effective
of time out time-out
I don’t know the students, or when I’m just tired of adolescents Mistake No. 9 Inconsistent 9. Have clear expectations that
(Metzger, 2002). expectations and consequences are enforced and reinforced
constantly
Metzger recalls the ‘anchoring principles’ she used in her early Mistake No. 10 Viewing ourselves as 10. Include students, parents and
the only classroom manager others in management efforts
years of teaching, both ‘simple’ and ‘more complex’. She lists the
Mistake No. 11 Missing the link 11. Use academic instruction as a
following simple and complex principles of survival: between instruction and behavior behavior management tool
Mistake No. 12 Taking student 12. Take student misbehavior
behavior too personally professionally, not personally
Simple Complex
Source: (Barbetta et al., 2005)
1. Don’t escalate. De-escalate 1. Ask questions
2. Let students save face 2. Give adult feedback
3. Insist on the right to sanity 3. Respect the rights of the whole
Mistake No. 11, missing the link between instruction and
class.
4. Get help 4. Ask the students to do more behavior, focuses on the importance of appropriate instruction.
5. Get out of the limelight – or the 5. Remember which rules are
line of fire important At times there is a direct link between our lessons and student
6. Bypass or solve the perennial misbehavior. Perhaps our lesson is too easy or difficult, ineffective,
problems
Source: (Metzger, 2002) or nonstimulating, which can lead to student misbehavior (Center,
Deitz & Kaufman, 1982 as cited in Barbetta et al., 2005).
Metzger elaborates on each of these principles. She reflects, To counter this, Barbetta et al recommend using academic
for instance, on one of these principles, the principle of ‘de- instruction as a behaviour management tool:
escalation’:
The first line of defense in managing student behavior is effective
Don’t escalate, de-escalate. Teachers, like parents, need to use a
instruction. Good teachers have always known this and research
light touch. Let go of some infractions. Whisper instead of yell. Use
supports this notion (Evertson & Harris, 1992). In 1991 Jones
humour. Change locations. Divide and conquer. Talk to students
found that when teachers demystify learning, achievement and
privately. Make a tiny hand movement. Call kids by name. Smile a
lot. Listen. Listen. Listen (Metzger, 2002). behavior improve dramatically (Jones, 1991). Examples of how
to demystify learning include students establishing their learning
Other researchers (Barbetta, Norona, & Bicard, 2005) offer
a practical application of school-based research in the area goals, students monitoring their own learning, involving students in
of behaviour management and describe twelve common developing classroom rules and procedures, and relating lessons to
classroom mistakes and what to do instead: students’ own lives and interests (Barbetta et al., 2005). ■
Restorative justice
practices 9
Restorative In schools, restorative justice In Restorative Justice: The in a number of Australian
practices hold students Calm After the Storm, Lyn schools. The agency
practices offer
responsible to the person Harrison discusses restorative recommends a whole school
an alternative they have harmed rather practices: approach for maximum
student behaviour than to the ‘authorities’. While Restorative justice is a
impact, based on the
management students are accountable for philosophy and a set of
following six principles:
their behaviour, the focus is 1. Focus on the relationship
approach. practices that embrace
on repairing the damage they and how people are
the right blend between a
caused to other members of affected.
high degree of discipline,
the school community and 2. Restore damaged
which encompasses clear
on restoring relationships. relationships.
expectations, limits and
3. Talk about the behaviour
Restorative practices can be consequences, and a high
without blaming or
a whole school behaviour degree of support and
becoming personal.
management approach or nurturance. Steinberg (2001)
4. See mistakes and
an approach practised by suggests that this blend tends
misbehaviour as an
individual teachers in their to correlate with the best
opportunity for learning.
classrooms. psychological and behavioural
5. Accept that sometimes we
outcomes for children …
The philosophy of restorative cannot get to the ultimate
Restorative justice programs in
processes was outlined in truth.
schools aim to develop:
Class: A Journal for School 6. Be future-focused and talk
◗◗ communities that value
Communities as follows: about how to make things
the building of quality
right (Harrison, 2006b).
If we were to examine our relationships, coupled with
school disciplinary systems, clear expectations and Each principle and its
most would be retributive or limits; application in school settings
adversarial. These systems ask ◗◗ restorative skills, in the way is outlined in terms of daily
three basic questions: we interact with young interactions and a whole
◗◗ What rules were broken? people, and using teachable school community (students,
◗◗ Who broke them? moments to enhance teachers and parents)
◗◗ How shall we punish the learning; commitment to collaborative
breaker of the rules? ◗◗ restorative processes that problem solving. Principles
resolve conflict and repair 1 and 3, for instance, are
Restorative processes ask: damaged relationships; and, elaborated as follows:
◗◗ Who’s been hurt? ◗◗ communities that are
Principle 1
◗◗ What are their needs? forward-looking, optimistic
In a traditional school, the
◗◗ How can we repair the and inclusive (Harrison,
focus is on rules and rule-
harm? 2006b).
breaking, with punishment as
The focus shifts to the harm, During the last five years, the primary intervention. In a
who is responsible and how we the Sydney based not-for- restorative school, the focus
can work together to repair the profit welfare agency, Marist in on relationships and how
damage to relationships (Circle Youth Care, has developed people are affected. A common
Speak, 2002). restorative justice programs feature in most students with
Restorative justice
10
practices
behavioural difficulties is that react aggressively and argue world. In Australia they How does it work in
they have an underdeveloped back. In either of these two were introduced in a formal schools?
sense of ‘other. There is little classic responses, the student sense in the 1990s in Wagga Procedures for the
appreciation that another is distracted from any sense Wagga, New South Wales application of restorative
human being is at the receiving of ‘other’. In a restorative with the aim of keeping justice practices are usually
end of their misbehaviour. A key conversation, the teacher is young offenders away from standardised. A number of
focus of this work is to develop absolutely clear about the the courts and the custodial schools have adopted whole
in students a greater empathy inappropriateness of the system. Restorative justice school restorative practices
for others or what is referred to behaviour and the effect approaches. For example, one
holds offenders accountable
as ‘relational thinking. that this behaviour has on secondary college employs
for their actions but allows
others – but this conversation affective questions adapted
Principle 3 them to redress wrongs, to
is respectful and engaging from the Marist Youth Care’s
Talk about the behaviour restore relationships and to
Restorative Justice Program.
(Harrison, 2006b). be re-integrated into the
without blaming or being These are:
personal. The common Restorative justice practices community. The emphasis is ◗◗ What happened?
responses from students when have historically been on repairing damage rather ◗◗ How did it happen?
you scold or lecture them used in many Indigenous than punishing, shaming or ◗◗ How did you act in this
are either to shut down or communities across the isolating the offender. situation?
11
◗◗ Who do you think was
affected?
◗◗ How were you affected?
◗◗ What needs to happen to
make things right?
◗◗ If the same situation
happens again, how could
you behave?
If, for instance, something
happens in the classroom, we content, things have changed. by twenty-one percent, Many teachers assume that
get the students to see that At the surface level, there has detentions fell by thirty-four a student with challenging
their behaviour doesn’t just been an increased amount percent and out of school behaviours is best seated
affect them, but it also has an of work being produced by suspensions fell by forty- close to them to maximise
impact on the teacher and on students, and relational slips for two per cent. Feedback has supervision. This can be
the learning of the whole class. being sent out of the classroom indicated growing support counterproductive since the
That’s one of the benefits of have decreased significantly in the school community for authority figure close by can
this approach – students begin (Grade 5/6 teacher). restorative practices. escalate oppositional behaviour
to see how others are affected Individual teachers using (Hewitt, 1999). Some teachers
Do restorative justice
and accept responsibility for practices work in schools? restorative practices in ask the student to nominate
that (Rosanne Clough, Principal their classrooms may also a positive peer to sit with,
It is often difficult to
Donremy College). note changes in behaviour and that peer student then
attribute changes in school
Introducing these questions and classroom climate. The indicates to the student when
communities to a particular
can help to develop a Inquiry into Restorative they observe off-task or
initiative because of the
common language and Justice Principles in Youth escalating behaviour. When
necessarily longitudinal
approaches to be used in Settings (Standing Committee approaching a particularly
nature of much educational
on Education Training and agitated student, it’s best not
dealing with inappropriate research. However, there
Young People, ACT 2006)
behaviour in everyday school is considerable evidence to do so from the front, which
cites the example of a
situations, rather than simply that restorative justice is confrontational, but from the
recently graduated teacher
challenging that behaviour practices can have an effect side (Harrison, 2006a).
of a Year 2/3 class who
(Australian Government in changing school climates
had undertaken a short Restorative practices can
Quality Teacher Programme, and in direct change, such as
restorative practices training: operate effectively with
2005). a reduction in the number of
In the classroom now, it is other approaches to
suspensions and exclusions.
One cluster of five schools so much easier. I am feeling classroom management.
Paul Harney (2005), for
established an Emotional more empowered to deal with While restorative practices
instance, presents both
Literacy project and used things” (Standing Committee are based on an agreed set
quantitative and qualitative
restorative practices (Fould, on Education Training and of principles and processes,
evidence from a study of
2006). Teachers involved in Young People, ACT 2006). other behaviour management
the effects of restorative
this project commented on models and applications are
justice practices in three In Managing Students with
the impact of the change: in keeping with the spirit
Catholic secondary colleges Challenging Behaviours, Lyn
After several weeks of in Sydney. Over eighteen Harrison discusses various and philosophy of these
implementing the values months, absenteeism fell de-escalating interventions: practices. ■
Behaviour management:
teachers
an issue that affects all
12
Behaviour management is an (2004), discuss the variety it also includes coming to teachers working in isolation
issue that affects all teachers. of attractions to teaching terms with and learning to and without collegial support.
Research indicates that careers: handle the variety of emotional
While challenging behaviours
factors related to behaviour Consistently, the most fulfilling and social support roles for amongst students - notably
management play a role in aspects of teaching are students, which have become uncooperative and abusive
the decision of many early the learning achievements an increasing expectation of behaviour from students as
career, and other teachers of students, down to single teachers over recent years, and young as in the first years of
to leave the profession. individuals, for whom teachers teachers’ broader participation primary school – were talked
Issues related to behaviour have responsibility – the light in school life… New teachers about by most teachers, it
management are particularly of understanding coming into frequently expressed appeared to be much less of a
important in the first years students’ eyes; new, more uncertainty over classroom problem for teachers in those
of teachers’ careers. The socially responsible patterns management skills, particularly schools where a consistent,
daily experiences and reality of behaviour demonstrated in relation to meeting the school-wide behaviour
of the classroom may be and so on (Skilbeck & Connell, widely varied individual learning programme operated, and
quite different from the 2004). needs of students in the teachers felt they had support
expectations of beginning inclusive classroom (Skilbeck & from both colleagues and
However, the same report
teachers. also notes some of the major Connell, 2004). school management (Skilbeck
A recent MCEETYA difficulties and frustrations of Research has shown clearly & Connell, 2004).
(Ministerial Council for a teaching career: that professional collegiality While it is desirable for
Education, Employment Common to most teachers in and deprivatisation of classroom behaviour
Training and Youth Affairs) their early years are workload practice are major factors management to be part of
report focussed on teachers and classroom management in effective teaching and a whole school behaviour
in their first ten years of challenges, often presented as learning. Effective and management plan, there is
employment in government, severe. While workload issues supportive leadership is a much that teachers can do
Catholic and independent includes the sheer amount of major part of this picture. individually within their own
schools in four Australian time and effort required for A whole school approach classrooms to create an
states. The authors of the lesson planning, preparation, to behaviour management appropriate atmosphere to
report, Skilbeck and Connell evaluation and documentation, will be more effective than carry out their core tasks. ■
comment 13
There is no one-size-fits-all solution to remove problems
related to behaviour management from classrooms. Different
approaches work in different situations. No behaviour USEFUL WEBSITES
management plan will work with all children all the time.
http://www.education-world.com
However, an approach that works most of the time, for most
teachers, will improve the learning climate of any school. This website covers a range of educational issues,
Whatever the plan or approach, the emphasis throughout including approaches to behaviour management. The
the research literature is on building positive relationships site is funded by corporate advertisers and is free for
with students and on adopting authoritative as opposed to all visitors.
authoritarian teaching styles.
Haim Ginott (1922-1973) was a clinical psychologist, child
http://www.teachernet.gov.uk/wholeschool/behaviour/
therapist and parent educator who worked with children,
parents and teachers. His work focussed on a combination of The UK Government’s Teachernet provides some useful
compassion and boundary setting. In 1972, Ginott described resources and links to other interesting sites.
the classroom teachers’ position in terms of their importance
and influence in the lives of children:
I’ve come to the frightening conclusion that I am the decisive
How to cite this Digest:
element in the classroom. It’s my personal approach that creates
the climate. It’s my daily mood that makes the weather. As a Wilkinson, J. & Meiers, M. (2007). Managing student
teacher, I possess a tremendous power to make a child’s life behaviour in the classroom. NSWIT Research Digest,
miserable or joyous. I can be a tool of torture or an instrument of 2008(1). Retrieved Month DD, YEAR, from
inspiration. I can humiliate or humour, hurt or heal. In all situations, http://www.nswteachers.nsw.edu.au
it is my response that decides whether a crisis will be escalated
or de-escalated and a child humanized or de-humanized (Ginott,
1972).
14
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responsibility, redress: using restorative fall_2006.pdf (retrieved November restorative justice principles in youth
justice to manage behaviour. AGQTP 23, 2007). settings - Interim report. Canberra:
Newsletter. Jones, V. (1991). Experienced teachers Legislative Assembly for the ACT.
Barbetta, P. M., Norona, K. L., & Bicard, assessment of classroom management http://www.parliament.act.gov.au/
skills presented in a summer course. downloads/reports/03RJInterimReport.
D. F. (2005). Classroom behavior
Journal of Instructional Psychology, 18, pdf (retrieved November 23 2007)
management: A dozen common
mistakes and what to do instead. 103-109. Traynor, P. L. (2002). A scientific evaluation
Preventing School Failure, 49(3), 11-19. Lewis, R., Romi, S., Qui, X., & Katz, Y. J. of five different strategies teachers use
(2005). Teachers’ classroom discipline to maintain order. Education, 122(3),
Circle Speak. (2002). Making a difference:
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Restorative practices in the
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Education, 21(6), 729-741. Reprint pg_1 (retrieved November 23, 2007).
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Evertson, C., & Harris, A. (1992). Synthesis edu.au/education/downloads/papers/ in middle school: The role of
of research: What we know about RLewis_ClassroomDiscipline_ perceived pedagogical caring. Journal of
managing classrooms. Educational AustraliaChinaIsrael.pdf (retrieved Educational Psychology, 89, 311-419.
Leadership, 49, 74-78. November 23, 2007).
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Fould, K. (2006). Calwell Cluster Marzano, R. J., & Marzano, J. S. (2003). to behave in socially competent
Emotional Literacy Project. Curriculum The key to classroom management. ways. Theory Into Practice, 42(4), 319.
Perspectives, 26(2), 20-25. Educational Leadership, 61(1), 6-13. http://findarticles.com/p/articles/
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Wubbels, T., Brekelmans, M., van Tartwijk,
Classroom%20Management.pdf
Harney, P. (2005). Restorative Justice. J., & Admiral, W. (1999). Interpersonal
(retrieved November 23, 2007).
Professional Educator, 4(3), 14-17. relationships between teachers and
Marzano, R. J., Marzano, J. S., & Picketing, D. students in the classroom. In H. C.
Harrison, L. (2006a). Managing students
J. (2003b). Classroom management that Waxman & H. J. Walberg (Eds.), New
with challenging behaviours. works. Alexandria, VA: ASCD.
Professional Educator, 5(2), 10-13. Directions for Teaching Practice and
Metzger, M. (2002). Learning to discipline. Research (pp. 151-170). Berkeley,
Harrison, L. (2006b). Restorative justice: Phi Delta Kappan, 84(1), 77-84. California: McCutchan.
The calm after the storm. Leadership http://www.pdkintl.org/kappan/ Wubbels, T., & Levy, J. (1993). Do you
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Skilbeck, M., & Connell, H. (2004).
au/documents/RC2003_Hattie_ A useful current reference providing
Teachers for the future: The changing
TeachersMakeADifference.pdf extensive coverage of research in the area
nature of society and related issues
Hewitt, B. (1999). The control game: for the teaching workforce. Canberra: of behaviour management is:
Exploring oppositional behaviour. Ministerial Council for Education, Evertson, C. M., & Weinstein, C. S. (Eds.).
Reclaiming children and youth. Journal Employment Training and Youth Affairs. (2006). Handbook of Classroom
of Emotional and Behavioural Problems, http://www.mceetya.edu.au/verve/_ Management: Research, Practice and
8(1), 30-33. Reprinted in Connecticut resources/teachersforthefuture_file. Contemporary Issues. Mahwah, New
Down Syndrome Congress Quarterly pdf (retrieved November 23, 2007) Jersey: Erlbaum.