Classroom Behaviour Management in the Post-School Sector
Student and Teacher Perspectives on the Battle Against Being Educated
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Beschreibung
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.
Explores issues of classroom behaviour and management in the post-compulsory education sector Draws on student and teacher perspectives about violent and disruptive classroom relationships Sets out recommendations for trainee teachers on managing difficult students
Autor*in
Mervyn Lebor
Themen in »Classroom Behaviour Management in the Post-School Sector«
further education and training violent behaviour behaviour Czar lesson preparation trainee teachers learning and instruction
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“Lebor’s book is the extent of primary research he has completed to support his discussion. He has used a wide range of research methods: surveys, case studies, interviews, focus groups, and observations. … Each chapter is very clearly structured, with topics well signposted, and each ending has a helpful list of suggested strategies relating to the chapter’s topics. These features facilitate accessibility and readers can dip into the book according to need and interest.” (Andy Armitage, Teaching in lifelong learning, Vol. 8 (1), 2017)
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“With this insightful and absorbing text, based to a large extent on Humanistic principles, Lebor offers us a positive and practical perspective on the management of behaviour across a range of post-16 teaching and learning contexts. Through a series of thought-provoking (and sometimes extreme) 'counter-example' case studies and storied accounts from teachers, trainees, teacher educators and the students themselves, Lebor serves to disrupt our understanding of the topic. As well as probing the different meanings associated with ‘disruption’, the text engages with the social and cultural dimensions of behaviour management, interrogates the issues specific to e-learning interactions, and examines the pedagogical case for a re-examination of teacher education curricula… an indispensable text for trainee teachers and a range of other practitioners.” (Nena Skrbic, Head of Teacher Education, Leeds City College, UK)
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