Breaking the cycle of office referrals and suspensions: defensive management

Article

Fields, Barry. 2004. "Breaking the cycle of office referrals and suspensions: defensive management." Educational Psychology in Practice. 20 (2), pp. 103-116. https://doi.org/10.1080/02667360410001691044
Article Title

Breaking the cycle of office referrals and suspensions: defensive management

ERA Journal ID20241
Article CategoryArticle
Authors
AuthorFields, Barry
Journal TitleEducational Psychology in Practice
Journal Citation20 (2), pp. 103-116
Number of Pages14
Year2004
Place of PublicationAbingdon, UK
ISSN0266-7363
0309-3573
1469-5839
Digital Object Identifier (DOI)https://doi.org/10.1080/02667360410001691044
Web Address (URL)http://www.informaworld.com/smpp/content~db=all~content=a713619999
Abstract

This paper focuses on a strategy— Defensive Management —designed to assist teachers to better manage non-compliance and defiance in the classroom, with the ultimate goal of reducing disciplinary referrals and flow-on suspensions and exclusions from school. Non-compliance and defiance are behaviours that teachers find particularly challenging and, traditionally, teachers have responded provocatively and often unsuccessfully when faced with instances of such behaviour. Drawing on an analogy with Defensive Driving, two groups of teachers (pre-service and primary) were introduced to a strategy developed to help them avoid unproductive conflict (collisions) with students and the harm that such encounters typically result in. The findings of an exploratory study on the use of Defensive Management are reported

Keywordsclassroom discipline; suspensions; exclusions; students
ANZSRC Field of Research 2020520102. Educational psychology
390307. Teacher education and professional development of educators
390403. Educational administration, management and leadership
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Byline AffiliationsFaculty of Education
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