Browse all of our articles below, or choose from the following topics:
Browse all of our articles below, or choose from the following topics:
Most of you will have arrived at work today by car. That trip can be an event in itself. For some it’s bedlam, a manic period of dropping children off, fixing hair at the traffic lights because you didn’t get time between brushing the hair, teeth and attitudes of the little people in your homes. For others, it’s respite, a couple of quiet songs and a newsbreak before the mayhem of the school day begins.
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For decades, we may have given punitive and out-dated practices a consistent, clear and justified run despite the mounting evidence that they aren’t working. We might try something new, but the moment that it becomes difficult we’re tempted to assume our default positions, reinforcing previous patterns of negative student behaviour.
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Every behaviour has a meaning and a context. This is the Golden Behaviour Management Rule.
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The literature around bullying tells us that it’s far less a behavioural issue than a cultural one. That is, when students who have been engaging in bullying behaviours or students who have been bullied move from a school where bullying is normalised, into a school where it is not, they will experience a significant reduction in either bullying behaviours or being bullied.
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Given the thousands of anti-bullying programs that have been developed around the world, it’s little wonder that teachers have grown tired of implementing them for little return. It is clear that bullying isn’t beaten with a program, but through teaching, fostering and valuing empathy. Put simply, empathic young people don’t inflict power-driven negative and destructive behaviours upon others.
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