Skip to main content

Classroom Behavior Management in the Pacific, Developing an Approach to Create Meaningful Shifts in Teacher Thinking


A child’s unproductive behavior can detriment their own and others’ learning. Thus, it is necessary for school staff to implement some form of effective classroom management to ensure students are engaged in their educational tasks. At the extreme end of classroom management is the disciplinary teacher approaches of corporal punishment. Once common, it is now banned in most classrooms around the world; however, the percentage of students reporting to be subject to corporal punishment is still as high as 40% in some South Pacific countries (Gershoff 2017). If it were effective at maintaining appropriate student behavior, school corporal punishment would be expected to predict better learning and achievement among students, yet there is no evidence that school corporal punishment has a positive effect on children’s learning in the classroom (Gershoff 2017). Although corporal punishment is prohibited, globally, classroom behavior management philosophies have persisted with...

This is a preview of subscription content, access via your institution.


  • Fa’avae, D. T. M. (2018). Complex times and needs for locals: Strengthening (local) education systems through education research and development in Oceania. International Education Journal: Comparative Perspectives, 17(3), 80–92.

    Google Scholar 

  • Gaiyabu, M. (2007). Ekereri in the lives of teachers, parents and pupils: A path to school effectiveness and improvement in Nauru. Unpublished Doctoral dissertation, University of Cambridge, England.

    Google Scholar 

  • Gaztambide-Fernández, R. A. (2012). Decolonization and the pedagogy of solidarity. Decolonization: Indigeneity, Education & Society, 1(1), 41–67.

    Google Scholar 

  • Gershoff, E. (2017). School corporal punishment in global perspective: Prevalence, outcomes, and efforts at intervention. Psychology, Health and Medicine, 22(1), 224–239.

    CrossRef  Google Scholar 

  • Hang, D. L. (2011). O uiga ‘ese’ese ma o’oōoga o le lē-tautala the multiple meanings of silence in the Samoan classroom: Implications for teachers of Samoan students. Paper presented at the Samoa Conference II: Tracing Footprints of Tomorrow: Past Lessons, Present Stories, Future Lives, National University of Samoa, Apia, Samoa.

    Google Scholar 

  • Michail, S. (2011). Understanding school responses to students’ challenging behaviour: A review of the literature. Improving Schools, 14(2), 156–171.

    CrossRef  Google Scholar 

  • Millei, Z., & Petersen, E. B. (2014). Complicating ‘student behaviour’: Exploring the discursive constitution of ‘learner subjectivities’. Emotional and Behavioural Difficulties, 20(1), 20–34.

    CrossRef  Google Scholar 

  • Panapa, T. (2014). Ola Lei: Developing healthy communities in Tuvalu. Unpublished Doctoral dissertation, University of Auckland, Auckland, New Zealand.

    Google Scholar 

  • Tuinamuana, K. (2007). Reconstructing dominant paradigms of teacher education: Possibilities for pedagogical transformation in Fiji. Asia-Pacific Journal of Teacher Education, 35(2), 111–127.

    CrossRef  Google Scholar 

Download references

Author information

Authors and Affiliations


Corresponding author

Correspondence to Angela Page .

Editor information

Editors and Affiliations

Section Editor information

Rights and permissions

Reprints and Permissions

Copyright information

© 2019 Springer Nature Singapore Pte Ltd.

About this entry

Verify currency and authenticity via CrossMark

Cite this entry

Page, A. (2019). Classroom Behavior Management in the Pacific, Developing an Approach to Create Meaningful Shifts in Teacher Thinking. In: Peters, M. (eds) Encyclopedia of Teacher Education. Springer, Singapore.

Download citation

  • DOI:

  • Received:

  • Accepted:

  • Published:

  • Publisher Name: Springer, Singapore

  • Print ISBN: 978-981-13-1179-6

  • Online ISBN: 978-981-13-1179-6

  • eBook Packages: Springer Reference EducationReference Module Humanities and Social Sciences