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Classroom behaviour management in the post-school sector = student and teacher perspectives on the battle against being educated /

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Classroom behaviour management in the post-school sector/ by Mervyn Lebor.
Reminder of title:	student and teacher perspectives on the battle against being educated /
Author:	Lebor, Mervyn.
Published:	Cham :Springer International Publishing : : 2017.,
Description:	x, 228 p. :ill., digital ; : 24 cm.;
Contained By:	Springer eBooks
Subject:	School management and organization. -
Online resource:	http://dx.doi.org/10.1007/978-3-319-57051-8
ISBN:	9783319570518

Classroom behaviour management in the post-school sector = student and teacher perspectives on the battle against being educated /
Lebor, Mervyn.

Classroom behaviour management in the post-school sectorstudent and teacher perspectives on the battle against being educated /[electronic resource] :by Mervyn Lebor. - Cham :Springer International Publishing :2017. - x, 228 p. :ill., digital ;24 cm.

Chapter 1. Introduction -- Chapter 2. In Theory it All Works.. -- Chapter 3. Entering the Classroom -- Chapter 4. What do Experienced Tutors Advise? -- Chapter 5. What Role does Assessment Play? Case Studies -- Chapter 6. Could Class Management be a Management Issue? -- Chapter 7. Student Voices: So Why do Disruptive Students Say They Disrupt Classes? -- Chapter 8. A Methodology for Supporting Tutors Who Face Challenging Classes -- Chapter 9. What Could Possibly be Problematic About Digital Learning? -- Chapter 10. And How do Teacher Educators Prepare Trainee Teachers for Disruptive Classes? -- Chapter 11. What do Trainees Think of Their Preparation? -- Chapter 12. A Possible Module to Prepare Teachers for Disruptive Behaviour.

This book listens to the voices of post-school teachers, managers, theorists, trainees, teacher educators and students talking about the battle against being educated. It analyses models of classroom behaviour management, with examples of theory critiquing practice and practice criticizing theory. The contextual pressures of manageralism, demands imposed by Ofsted, economic survival for institutions based on student numbers, and mandatory attendance requirements have all meant ever-increasing pressures on teachers dealing with students' violent, disruptive and challenging behaviours, resulting in some highly disordered classrooms in many institutions. Lebor examines the attitudes of stakeholders, including disruptive students, teachers, trainees and managers, and explores a range of issues such as entering the classroom, abuse of computers and technology equipment, overt violence in classrooms, and counter-productive assessment processes, as well as exploring a range of available solutions to the problem. The book will be compelling reading for teachers, teacher educators, trainees, policy-makers, managers in education, but also anyone interested in education and training.

ISBN: 9783319570518

Standard No.: 10.1007/978-3-319-57051-8doiSubjects--Topical Terms:

561780
School management and organization.

LC Class. No.: LB2805 / .L436 2017

Dewey Class. No.: 371.2

Classroom behaviour management in the post-school sector = student and teacher perspectives on the battle against being educated /
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520 $a This book listens to the voices of post-school teachers, managers, theorists, trainees, teacher educators and students talking about the battle against being educated. It analyses models of classroom behaviour management, with examples of theory critiquing practice and practice criticizing theory. The contextual pressures of manageralism, demands imposed by Ofsted, economic survival for institutions based on student numbers, and mandatory attendance requirements have all meant ever-increasing pressures on teachers dealing with students' violent, disruptive and challenging behaviours, resulting in some highly disordered classrooms in many institutions. Lebor examines the attitudes of stakeholders, including disruptive students, teachers, trainees and managers, and explores a range of issues such as entering the classroom, abuse of computers and technology equipment, overt violence in classrooms, and counter-productive assessment processes, as well as exploring a range of available solutions to the problem. The book will be compelling reading for teachers, teacher educators, trainees, policy-makers, managers in education, but also anyone interested in education and training.
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