There's confusion around behaviour management as compared with (Rational Emotive) behaviour education. So ...
All teaching and learning is based on constructivist theory. People learn in interaction with the world and others building on existing knowledge and understandings to create new learning. In other words knowledge is not acquired from some kind of repository from which everyone draws upon for learning.
Learning takes place when new ideas and content are connected with old conceptual understandings and the learner is extended from where she is not from where somewhere presumes she is.
Rational Emotive Behaviour Education is finding where the child is in terms of her philosophical views about herself, others and life in general. When we know this we can help the child challenge what may be unhelpful personal philosophies and build (construct) better ones. We can work from where she's at. We also teach reinforce and acknowledge the helpful (rational ways of thinking - Success Helper) which are reflected in the behaviour of students who we believe are resilient.
Behaviour management assumes that the student 'should' be able to behave appropriately and 'must' think and act as is deemed the way we all 'should.' The step system is based on this philosophy and in my view 'shames' the child for not being able to act as she should. This is not helpful in the longer term. Educate or punish?
We do I agree need to manage behaviour where the child can't but the long term view is to help the child understand that her constructed beliefs are causing her to act and feel as she does. Until she knows this in my view she will struggle.
It is my belief that many schools are applying a behaviour management system of control which contradicts what all teachers do in general teaching/learning. There are two opposing or contradictory practises in play based on two different philosophical foundations.
All teaching and learning is based on constructivist theory. People learn in interaction with the world and others building on existing knowledge and understandings to create new learning. In other words knowledge is not acquired from some kind of repository from which everyone draws upon for learning.
Learning takes place when new ideas and content are connected with old conceptual understandings and the learner is extended from where she is not from where somewhere presumes she is.
Rational Emotive Behaviour Education is finding where the child is in terms of her philosophical views about herself, others and life in general. When we know this we can help the child challenge what may be unhelpful personal philosophies and build (construct) better ones. We can work from where she's at. We also teach reinforce and acknowledge the helpful (rational ways of thinking - Success Helper) which are reflected in the behaviour of students who we believe are resilient.
Behaviour management assumes that the student 'should' be able to behave appropriately and 'must' think and act as is deemed the way we all 'should.' The step system is based on this philosophy and in my view 'shames' the child for not being able to act as she should. This is not helpful in the longer term. Educate or punish?
We do I agree need to manage behaviour where the child can't but the long term view is to help the child understand that her constructed beliefs are causing her to act and feel as she does. Until she knows this in my view she will struggle.
It is my belief that many schools are applying a behaviour management system of control which contradicts what all teachers do in general teaching/learning. There are two opposing or contradictory practises in play based on two different philosophical foundations.
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