By NATIONAL RESEARCH COUNCIL WASHINGTON DC COMMITTEE ON AIRCRAFT AND ENGINE DEVELOP

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Frequently a pair which includes Adam is apprehended during play times doing such things as harassing passers-by from an out-of-bounds area of the playground which is close to the street, rifling through rubbish bins for food or cans to swap for other items with students, or engaging in fights in and around the toilets. He seems bemused by the trouble he gets into, usually saying when challenged that he doesn’t know why he behaves in these inappropriate ways, that he couldn’t remember a given behaviour was against the rules, or that the other child was at fault for suggesting the activity.

Reasons for disruptive behaviour Canter and Canter (1992) assert that students no longer respect teachers and education and that their homes lack stability, support and discipline. Consequently, children lack the self-esteem and self-control needed to choose responsible behaviour. au 92 CHANDOS STREET ST LEONARDS NSW 2065 22 180 × 230 The limit-setting approaches confidence to be clear about their expectations and consequences for infractions of rules. Teacher–student status The classroom belongs to the teacher.

As an assertive teacher, you can choose how to respond to students’ behaviour, rather than simply reacting. You are able to communicate your pleasure clearly to students when they are behaving appropriately and can state what you need when they are not (Canter & Canter 1976). au 92 CHANDOS STREET ST LEONARDS NSW 2065 24 180 × 230 The limit-setting approaches from you (Canter & Canter 1976). Meanwhile, you benefit by having your needs met and achieving job satisfaction from discharging your professional duties well.

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