In recent years there has been a proliferation of behaviour management philosophies, techniques, and instructional methodologies that has increased the complexity of the teachers' responsibilities and functions (Walker & Shea, 1995). While new information continues to be published on the various perspectives of human behaviour, there is a dearth of material which takes into account the New Zealand context and the bicultural and multicultural composition of its classrooms.
This paper reports an approach to the management of children with behaviour difficulties and should provide practitioners and student teachers with bicultural guidelines. The approach considers contemporary theories while also embracing the framework of traditional Maori concepts and values. The Hikairo Rationale was the structural base for teachers and learners at Awhina High School, Rotorua, a centre for students with profound emotional and behavioural difficulties. In research carried out in 1995 it was shown that by using the rationale suggested, positive differences ensued in students' attitudes, self-esteem, academic performance, and acceptance of themselves and others. Student re-integration to regular classrooms was higher than in a similar study carried out in 1992 by Brian Burgess, head teacher of the Auckland Activity Centre.
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