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OverviewThis 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. Full Product DetailsAuthor: Mervyn LeborPublisher: Springer International Publishing AG Imprint: Springer International Publishing AG Edition: Softcover reprint of the original 1st ed. 2017 Weight: 3.152kg ISBN: 9783319860657ISBN 10: 3319860658 Pages: 228 Publication Date: 13 May 2018 Audience: Professional and scholarly , Professional & Vocational Format: Paperback Publisher's Status: Active Availability: Manufactured on demand  We will order this item for you from a manufactured on demand supplier. Table of ContentsChapter 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.ReviewsLebor'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) “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) Author InformationMerv Lebor is a tutor in education. He has taught language, literature, media and art, working from basic literacy up to Masters level, co-ordinated 5 different degree programmes and worked for several universities. He currently works in Teacher Education at the University Centre Leeds City College, UK. Tab Content 6Author Website:Countries AvailableAll regions |
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