澳洲论文:学生破坏性行为研究 [17]
论文作者:jessica论文属性:学期论文 termpaper登出时间:2014-12-15编辑:jessica点击率:20178
论文字数:8719论文编号:org201412081919447220语种:英语 English地区:中国价格:免费论文
关键词:破坏性行为行为研究澳洲论文
摘要:公立学校的学生行为对学效的影响,尤其是破坏性的行为所占比重,年龄越低,破坏性行为似乎越明显。那么学校的纪律又会起到什么作用呢?
is a building block for further studies. As a source of evaluation, Scott & Barrett (2004) recommends using the time spent as staff and student alike when engaged in disciplinary action.
A school-wide behavior management plan is essential to a well-run, safe, and healthy educational environment. It involves educators coordinating school-wide understanding of the process and goals, and allows for needed organizational and management strategies (Hrabak & Settles, 2001). Schools should have some kind of behavior program in place. Instead of implementing an entire new behavior program, programs can be merged. Researchers recommend incorporating PBS into existing treatment or discipline models (Nelson et al., 2008). Implementation of a new behavior program should begin with small changes that are likely to produce positive and significant results without overwhelming the staff (Read et al., 2008). Regardless of what school-wide discipline program is implemented, there are principles that should be acknowledged when structuring the plan. Those principles include dealing with student behavior as part of the job, always treat students with dignity, discipline works best when integrated with effected teaching practices, and students acting out is sometimes an act of sanity (Robertson, 2009). Recent studies have shown that positive disciplinary methods are highly effective in creating well-behaved, academically confident, socially responsible individuals (Tharps, 2004). School staff can implement as many strategies that can create a safe school environment without having to resort in using zero-tolerance policies. According to Fleming et al. (2005) programs that attempt to enhance social and emotional skills and decrease behavior problems on the elementary level, may positively affect academic achievement.
'Research and experience indicate that schools can expect to see decreases in the number of behavior incidents as well as positive changes related to academic achievement and overall school climate' (George, et al., 2003, p. 175). These positive changes occur when behavior problems are addressed by viewing the discipline data, implementing school wide prevention programs, and creating early intervention plans. By teaching and encouraging positive student behavior, there is a reduction of the common and constant student disruption that distracts educators from focusing interventions and expertise on the more serous problems (Metzler et al., 2001). Remember that the best option for disciplining students is to education, which means to teach or to train (Cartledge et al., 2001; Osher & Quinn, 2003).
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