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

Author: Mervyn Lebor
Publisher: Cham, Switzerland : Palgrave Macmillan, 2017.
Edition/Format:   eBook : Document : English
Database:WorldCat
Summary:
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  Read more...
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Genre/Form: Electronic books
Additional Physical Format: (OCoLC)978290133
Material Type: Document, Internet resource
Document Type: Internet Resource, Computer File
All Authors / Contributors: Mervyn Lebor
ISBN: 9783319570518 331957051X
OCLC Number: 997433123
Description: 1 online resource.
Contents: Dedication; Acknowledgement; Contents; Chapter 1: The Battle Against Being Educated; The Current Context; My Own Background; When Things Go Wrong; Then What Is Learning?; Extreme Behaviour; The Methodologies; A Brief History of Violence in the Classroom; Corporal Punishment in the 1970s; Confronting Racism in the 1980s; Some Strategies for Dealing with Racism; The Violence from Outside...; Teachers Attacked; Violence Against the Self; Is It Getting Worse?; The Historical Context; The Whole College Approach; Why Be at College?; Subsequent Chapters Explained; Bibliography Chapter 2: In Theory It All Works...The Gurus; What's the Difference Between School and College?; Some Post-school Theorists; Context Is All; Bibliography; Chapter 3: Entering the Classroom; Those Opening Moments...; The Threat to Survival; Cases Studied; Scenario 1: A Motor Vehicle Class; Scenario 2: CVs or Not CVs, That Is the Question?; He Needed a Vacation More than a Vocation; I Need You...; Scenario 3: Some Very Basic Skills; Only Connect!!; Scenario 4: Some Good Practice in an ICT Class; Bibliography; Chapter 4: What Do Experienced Tutors Advise?; The Data Collection Tool 'The Worst Behaviour'Some Suggested Strategies; Management Support; 300 Years of Solitude; Validity Questioned; Conclusion; Bibliography; Chapter 5: Testing Times: What Is the Role of Assessment?; The Introduction; The Background Narrative; A Self-Reflexive Account of Myself as Researcher; The Narrative Arc; Under Analysis; How Else to Resist Assessment...; The Language of Science; Teaching Numeracy; Communicating the Communication Exam; The World of Beauty; An Angle on Maths; Conclusions; Bibliography; Chapter 6: Could Class Management Be a Management Issue?; Endemic Problems; What's Ethical? My MethodologiesWhat Were the Findings?; Keep Calm and...; But Did These Tactics Work?; Where Are the Boundaries?; Focus on the Focus Groups; What Did a Supportive Manager Say?; Highly Recommended?; Analyse This; Conclusion; Bibliography; Chapter 7: So Why Do Disruptive Students Say They Disrupt Classes?; Not a Moral Panic; Physical Violence; How to Be a Disruptive Student...; Questioning Students; Collecting the Data; What Was Found?; Analyse That; Conclusion; Bibliography; Chapter 8: A Methodology for Supporting Tutors Who Face Challenging Classes; The Angst; The Rationale; What Strategy? Setting Up the Training SessionWhat Problems Did Trainees Face?; The Strategy at Work; Creativity Versus Control; Yet More Analysis; Conclusion; Bibliography; Chapter 9: What Could Possibly Be Problematic About Digital Learning?; The Ghost Writers; The Questions Remained; Methodology; The Eight Tutor-Practitioners; What the ICT Practitioners Said; The Views of 80 Other Teachers; What 150 Students Said...?; ICT Practitioners View the Students' Findings; Some Analysis; Bibliography; Chapter 10: How Do Teacher Educators Prepare Trainees for Disruptive Classes?; The Belief in Embedding
Responsibility: Mervyn Lebor.

Abstract:

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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