A Comprehensive Guide to Classroom Management

Facilitating engagement and learning in schools
1. Auflage 2014
ISBN: 978-1-74331-174-5
Verlag: Routledge

Buch, Englisch, 536 Seiten, Format (B × H): 178 mm x 254 mm, Gewicht: 1000 g

Behaviour management in the classroom can be one of the most challenging aspects of teaching, but with the right approach it can be rewarding and enriching for both student and teacher. A Comprehensive Guide to Classroom Management provides a systematic overview of the major theories and styles of discipline in schools.

Drawing on the latest international research, Porter outlines how teachers can develop a personal style in classroom management based on a sound understanding of theory. The emphasis is on proactive, authoritative approaches to discipline to engage students and facilitate the achievement of educational and social goals. Porter demonstrates how it is within the power of schools and teachers to create the conditions under which even disadvantaged or disenchanted students strive to learn.

A Comprehensive Guide to Classroom Management is the essential handbook for preservice teachers and a valuable reference for more experienced teachers who want to develop their approach to complex behavioural challenges.

Zielgruppe

Professional Practice & Development

Autoren/Hrsg.

Porter, Louise

Fachgebiete

• Sozialwissenschaften Psychologie Psychologie / Allgemeines & Theorie Psychologie: Allgemeines
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens

Inhaltsverzeichnis

Figures

Tables

Boxes

PART ONE: OVERVIEW

1 The nature and causes of behavioural difficulties in schools

2 Styles of teaching and discipline

PART TWO: CONTROLLING DISCIPLINE

3 Overview of the controlling model

4 Strengthening appropriate behaviours

5 Reducing inappropriate behaviours

6 Classroom discipline

7 Targeted interventions

8 Individualised interventions

9 Critique of behaviourism

PART THREE: THE GUIDANCE APPROACH

10 Overview of the guidance approach

11 Meeting students' basic needs: Wellbeing and safety

12 Meeting students' need for self-esteem: Worth and competence

13 Meeting students' social needs: Affiliation and connection

14 Meeting students' need for autonomy: Voice and choice

15 Meeting students' 'luxury' needs: Purpose and happiness

16 Facilitating learning: Mastery and accomplishment

17 Compassionate communication

18 Providing support

19 Revealing solutions

20 Critique of the guidance approach

PART FOUR: APPLICATIONS

21 Attention deficits

22 Resolving aggression and bullying

PART FIVE: BEYOND THE CLASSROOM

23 Collaborating with parents

24 Supporting teachers

25 Formulating policy about student behaviour

Über Autor(innen)

Louise Porter has over 30 years' experience as a child and clinical psychologist. She is an adjunct senior lecturer in Education at Flinders University and is the author of Gifted Young Children and Teacher-parent collaboration.