Carmarthen:独立思考出版社的书评:《善良原则:让关系行为管理在学校发挥作用》

IF 2.5 Q1 EDUCATION & EDUCATIONAL RESEARCH
E. Clarke
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He asserts that a focus on compliance and control limits options for pupils and teachers and leads to exclusion as an automatic consequence, one which has incredibly damaging effects – not only for the child but for the wider community and society too. Instead he suggests that, although some exclusions are wholly justified and might be part of a supportive move for the child, that schools should and can focus on addressing the causes of behaviour rather than attempting to control the symptoms. The way to do this he suggests, is through kindness, forging strong relationships and understanding – a radical shift from long-standing English policy and reductive narrative of reward and punishment, compliance and control. The approaches Dave advocates come from a position of experience in the classroom, having moved from secondary teacher to headteacher then on to trust leadership. He describes the book as a ‘25-year learning walk’ which includes insights from his time in mainstream urban and disadvantaged primary and secondary schools, as well as alternative provision (including PRU and SEMH settings). He also draws in theory to underpin the strategies he suggests while acknowledges he is a ‘schoolist’ not a therapist or a neuroscientist and as such his book is squarely aimed at those engaged with pupils in school. The book includes sections on current foci in education, such as trauma informed practice and zero-tolerance approaches, as well as considering how the Covid-19 pandemic has impacted on the way schools choose to manage and support children’s behaviour. The chapters dovetail by discussing the ways in which those working in schools can both ‘create a culture’, through a focus on embedding values and ‘create a legacy’, by considering how children might remember the adults that have worked with them and reflecting on the value of learning from each other. Other chapters give informed commentary and suggestions on the use – and limitations – of sanctions and rewards and intrinsic and extrinsic motivation, as well as developing relationships, behaviour policies and de-escalation strategies. The chapters are written with a minimum of jargon which makes them practical and relatable, and they are supported by a breadth of references, although these are not always from academically rigorous sources, nor critiqued. While this might be more of a sticking point for those intent on understanding the theoretical underpinning of the approaches he proposes, it does not detract from the value of the chapters’ content which are supported by ‘try this’ suggestions to encourage not only reflection on the chapters, but actions as an outcome of reading. This is a key advantage of the book as it challenges readers to put what they have read into action in practice whereas many books on behaviour encourage reflection, but stop short of encouraging changes in the way we work. The book provides a holistic approach and avoids the polemic and polarised discussions that often surround behaviour. As the title suggests, the underlying and essential impact of relationships when supporting pupil behaviour is brought to the fore. Whilst this book might at times be light on research for those who want empirical findings, it would be a fabulous starting point to delve deeper into relational approaches in school. It could be used as a basis for INSET, twilights or staff meetings due to its classroom-based, readable tone. For school leaders and managers considering a different way to support behaviour in schools this book would be a great introduction to what other approaches there are and how they can be embedded in whole-school practice and cultures. For individual teachers (including those in training) who want to develop the breadth of their approaches to managing behaviour and who are keen to move away from behaviourist rewards and sanctions-based approaches, this book has numerous practical strategies to develop practice and relationships with students.","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":null,"pages":null},"PeriodicalIF":2.5000,"publicationDate":"2022-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Book Review: The Kindness Principle: Making Relational Behaviour Management Work in Schools by Carmarthen: Independent Thinking Press\",\"authors\":\"E. Clarke\",\"doi\":\"10.1177/08920206221078919\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"In his accessible and very readable book, Dave Whitaker asks the key question – what do we mean by managing behaviour ‘successfully’? 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He also draws in theory to underpin the strategies he suggests while acknowledges he is a ‘schoolist’ not a therapist or a neuroscientist and as such his book is squarely aimed at those engaged with pupils in school. The book includes sections on current foci in education, such as trauma informed practice and zero-tolerance approaches, as well as considering how the Covid-19 pandemic has impacted on the way schools choose to manage and support children’s behaviour. The chapters dovetail by discussing the ways in which those working in schools can both ‘create a culture’, through a focus on embedding values and ‘create a legacy’, by considering how children might remember the adults that have worked with them and reflecting on the value of learning from each other. Other chapters give informed commentary and suggestions on the use – and limitations – of sanctions and rewards and intrinsic and extrinsic motivation, as well as developing relationships, behaviour policies and de-escalation strategies. The chapters are written with a minimum of jargon which makes them practical and relatable, and they are supported by a breadth of references, although these are not always from academically rigorous sources, nor critiqued. While this might be more of a sticking point for those intent on understanding the theoretical underpinning of the approaches he proposes, it does not detract from the value of the chapters’ content which are supported by ‘try this’ suggestions to encourage not only reflection on the chapters, but actions as an outcome of reading. 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For school leaders and managers considering a different way to support behaviour in schools this book would be a great introduction to what other approaches there are and how they can be embedded in whole-school practice and cultures. 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引用次数: 0

摘要

在这本通俗易懂、可读性强的书中,戴夫·惠特克提出了一个关键问题——我们所说的“成功”管理行为是什么意思?他质疑大多数学校目前使用的控制和服从策略是否等同于“成功”,或者他们是否受到学校改进的更广泛的政治议程的驱动,而不是学生(和教师)的需求。他承认目前对行为的两极分化叙述,并避免在书中增加这些主题。相反,他以一种谨慎、深思熟虑、经验丰富和见多见广的方式分享了学校对一致性期望的替代方案,以及这些替代方案如何在学校的日常实践中形成。他断言,对服从和控制的关注限制了学生和教师的选择,并自动导致被排斥,这不仅对孩子,而且对更广泛的社区和社会都有难以置信的破坏性影响。相反,他建议,尽管一些排除是完全合理的,可能是对孩子的支持行动的一部分,学校应该也可以把重点放在解决行为的原因上,而不是试图控制症状。他建议,做到这一点的方法是通过善意、建立牢固的关系和理解——这是对英国长期以来的政策和减少奖惩、服从和控制的叙述的根本性转变。戴夫提倡的方法来自于他在课堂上的经验,从中学教师到校长,再到信任领导。他将这本书描述为“25年的学习之旅”,其中包括他在主流城市和弱势中小学以及其他提供(包括PRU和SEMH设置)的见解。他也在理论上支持他提出的策略,同时承认他是一个“学派学者”,而不是治疗师或神经科学家,因此他的书直接针对那些在学校里与学生打交道的人。该书包括关于当前教育重点的章节,例如创伤知情实践和零容忍方法,以及考虑Covid-19大流行如何影响学校选择管理和支持儿童行为的方式。这两章的结语是讨论在学校工作的人既可以通过关注嵌入价值观来“创造一种文化”,又可以通过考虑儿童如何记住与他们一起工作的成年人并反思相互学习的价值来“创造一种遗产”。其他章节对制裁和奖励、内在和外在动机的使用和限制,以及发展关系、行为政策和降级战略提供了明智的评论和建议。这些章节是用最少的行话写的,这使得它们实用和相关,它们是由广泛的参考文献支持的,尽管这些并不总是来自学术严谨的来源,也没有批评。虽然对于那些意图理解他提出的方法的理论基础的人来说,这可能是一个更大的症结,但它并没有减损章节内容的价值,章节内容的价值是由“尝试这个”的建议所支持的,这不仅鼓励对章节的反思,而且鼓励作为阅读结果的行动。这是这本书的一个关键优势,因为它挑战读者把他们读到的东西付诸实践,而许多关于行为的书鼓励反思,但没有鼓励我们改变工作方式。这本书提供了一个整体的方法,避免了经常围绕行为的争论和两极分化的讨论。正如标题所示,当支持学生行为时,关系的潜在和基本影响被带到前台。虽然这本书有时可能对那些想要实证结果的人的研究不够,但它将是一个极好的起点,可以在学校里更深入地研究关系方法。它可以作为INSET、黄昏或员工会议的基础,因为它基于课堂,可读的基调。对于学校领导和管理者来说,考虑一种不同的方式来支持学校的行为,这本书将是一个很好的介绍,告诉他们还有什么其他的方法,以及如何将它们嵌入到整个学校的实践和文化中。对于个别教师(包括那些在培训)谁想要发展他们的方法来管理行为的广度,谁是热衷于摆脱行为主义的奖励和制裁为基础的方法,这本书有许多实用的策略来发展实践和与学生的关系。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Book Review: The Kindness Principle: Making Relational Behaviour Management Work in Schools by Carmarthen: Independent Thinking Press
In his accessible and very readable book, Dave Whitaker asks the key question – what do we mean by managing behaviour ‘successfully’? He challenges whether the strategies of control and compliance currently used by the majority of schools equate with ‘success’, or whether they are driven by the wider political agendas of school improvement rather than the needs of pupils (and teachers). He acknowledges the current polarised narratives on behaviour and steers clear of adding to these with the themes in the book. Instead, he shares in a careful, considered, experienced and informed manner what the alternatives to schools’ expectations of conformity might be, and how these could take shape in the day-to-day practice of schools. He asserts that a focus on compliance and control limits options for pupils and teachers and leads to exclusion as an automatic consequence, one which has incredibly damaging effects – not only for the child but for the wider community and society too. Instead he suggests that, although some exclusions are wholly justified and might be part of a supportive move for the child, that schools should and can focus on addressing the causes of behaviour rather than attempting to control the symptoms. The way to do this he suggests, is through kindness, forging strong relationships and understanding – a radical shift from long-standing English policy and reductive narrative of reward and punishment, compliance and control. The approaches Dave advocates come from a position of experience in the classroom, having moved from secondary teacher to headteacher then on to trust leadership. He describes the book as a ‘25-year learning walk’ which includes insights from his time in mainstream urban and disadvantaged primary and secondary schools, as well as alternative provision (including PRU and SEMH settings). He also draws in theory to underpin the strategies he suggests while acknowledges he is a ‘schoolist’ not a therapist or a neuroscientist and as such his book is squarely aimed at those engaged with pupils in school. The book includes sections on current foci in education, such as trauma informed practice and zero-tolerance approaches, as well as considering how the Covid-19 pandemic has impacted on the way schools choose to manage and support children’s behaviour. The chapters dovetail by discussing the ways in which those working in schools can both ‘create a culture’, through a focus on embedding values and ‘create a legacy’, by considering how children might remember the adults that have worked with them and reflecting on the value of learning from each other. Other chapters give informed commentary and suggestions on the use – and limitations – of sanctions and rewards and intrinsic and extrinsic motivation, as well as developing relationships, behaviour policies and de-escalation strategies. The chapters are written with a minimum of jargon which makes them practical and relatable, and they are supported by a breadth of references, although these are not always from academically rigorous sources, nor critiqued. While this might be more of a sticking point for those intent on understanding the theoretical underpinning of the approaches he proposes, it does not detract from the value of the chapters’ content which are supported by ‘try this’ suggestions to encourage not only reflection on the chapters, but actions as an outcome of reading. This is a key advantage of the book as it challenges readers to put what they have read into action in practice whereas many books on behaviour encourage reflection, but stop short of encouraging changes in the way we work. The book provides a holistic approach and avoids the polemic and polarised discussions that often surround behaviour. As the title suggests, the underlying and essential impact of relationships when supporting pupil behaviour is brought to the fore. Whilst this book might at times be light on research for those who want empirical findings, it would be a fabulous starting point to delve deeper into relational approaches in school. It could be used as a basis for INSET, twilights or staff meetings due to its classroom-based, readable tone. For school leaders and managers considering a different way to support behaviour in schools this book would be a great introduction to what other approaches there are and how they can be embedded in whole-school practice and cultures. For individual teachers (including those in training) who want to develop the breadth of their approaches to managing behaviour and who are keen to move away from behaviourist rewards and sanctions-based approaches, this book has numerous practical strategies to develop practice and relationships with students.
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来源期刊
Management in Education
Management in Education Social Sciences-Education
CiteScore
3.00
自引率
7.70%
发文量
28
期刊介绍: Management in Education provides a forum for debate and discussion covering all aspects of educational management. We therefore welcome a range of articles from those dealing with day-to-day management to those related to national policy issues. Our peer review policy helps to enhance the range and quality of the articles accepted supporting those new to publication and those that are more expereienced authors. We publish research findings, opinion pieces and individual stories and our contributors come from all sectors of education.
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