Preface

Hue, Ming-tak; Li, Wai-shing

doi:10.5790/hongkong/9789622098886.002.0007

Extract

Teachers in Hong Kong, like those elsewhere, are concerned about classroom discipline. During the period we worked with them, they had expressed grave concern about how to handle students' misbehaviour positively and effectively. This is the case particularly for those who feel it necessary to defend their roles as teachers when facing difficult classes and spend most of the time on discipline rather than instruction. This book is based on listening to their inner voices and recognizing their needs. In it, we have attempted to provide practical ideas and theoretical frameworks for student teachers, in-service teachers and school managers to help them develop ways of creating and maintaining learning environments in which teaching is conducive to better learning, positive discipline is exercised, and helping relationships between teachers and students, and among students, are established.

By combining literature, research evidence and examples from everyday practice, we encourage teachers to develop their personal systems of classroom management and ways of engaging their students in learning. For this purpose, the book examines classroom management in both Chinese and Western societies, especially recent developments for managing discipline in non-confrontational and supportive ways. Other topics of concern to all teachers, such as managing challenging behaviour, establishing classroom rules, communicating authority and coping with bullying, are also dealt with. A broad perspective is taken to view issues in classroom discipline at the whole-school and cultural levels.

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