Managing with Mindfulness Connecting with Students in the 21st Century

Chapter 6 makes recommendations for the design of a whole-school behavioural approach that is capable of supporting inclusive classroom management. It highlights core aspects of quality behaviour-management strategies used in inclusive classrooms, particularly noting differences between preventative and corrective strategies as indicative of proactive (connecting) and reactive (controlling) management approaches. A discussion of behavioural differentiation as a means of parsing the control–connect continuum is presented and specific management strategies are highlighted; you will be able to identify how different strategies can be used to obtain differential management outcomes, and again be led to think about your own management style. In addition, the basics of effective behavioural interventions are presented in the form of ABC analysis and functional behavioural assessment, to provide a clear understanding of how to manage more difficult or demanding situations. Specific strategies are also highlighted to encourage you to distinguish your management style in relation to the control–connect continuum. The chapter further examines the school-wide positive-behaviour support system, as well as the use of goal-directed instruction and school-required corrective strategies.