ABSTRACT
This chapter explores why many schools tend to be ineffective in dealing with the problem of class-cutting. It explains the reasons why educators continue to use methods which are ineffective in the long run. The chapter considers the problem theoretically from an ecological perspective. The Teacher Variance work by Hyman and his colleagues offers teachers insight into their own beliefs about children's misbehaviour. Scales of punitiveness and discipline orientation help teachers to choose one of six non-punitive approaches to problems such as class-cutting. These approaches are: behavioural, psychodynamic/interpersonal, classroom ecology, sociological, humanistic, and biophysical. If long-range solutions are required, it is necessary to diagnose the reasons for cutting classes and then determine levels of intervention. The level of intervention should be matched with the place where the problem resides. For purposes of intervention, five categories are included: prevention, primary and secondary level correction, punishment, and restitution.
