Classroom Management 4E empowers you to develop an individual classroom management plan that suits your professional philosophy and teaching style. It introduces the Lyford model, a framework that illustrates the many elements of successful classroom management. Using the Lyford model as a scaffold, the authors:
New to this Edition
- Compare and contrast the main theories and models that currently inform practice in Australian classrooms;
- Explore key practices for creating positive learning environments that will engage students and reduce the chance of disruptions; and
- Discuss a range of intervention strategies to consider when faced with challenging student behaviours.
As you work towards developing your own individual approach to classroom management, engaging stories from early-career teachers help you to apply the concepts to real-life situations. A new chapter on contemporary issues in classroom management keeps you up to date with a wide range of topics that impact upon today's learning environments.
- The Lyford Model of Classroom Management provides a guiding framework throughout each chapter to help readers to identify key elements of classroom management planning and practice and the relationships between those elements.
- Each chapter begins with a list of Learning Outcomes and a Chapter Overview to assist you to navigate through the book.
- Every chapter features a Starter Story to focus your thinking and highlight the relevance of the topics that you are about to explore.
- Pre-service and early career teachers share their experiences in 'Stories from the field' so that readers can see how concepts can be applied in real-life settings.
- A chapter of extended 'Stories from the Field' (Chapter 8) contains case studies that demonstrate the many paths and innovative approaches to creating positive learning environments in classrooms and schools.es to help readers review and apply the material from the chapters.
- Weblinks at the end of each chapter assist students to go further in their reading and research.
About the Authors Gordon Lyons
- A new chapter on contemporary issues and initiatives brings readers up to speed with a wide range of topics that impact upon the learning environment, from 'big picture' issues that impact the whole school community through to issues that may only impact the learning of one student. These include government initiatives, whole-school initiatives, student resilience, bullying, and very challenging behaviours.
- Chapters 1 and 2 have been reorganised and restructured to emphasise the importance of a modelling and theorising about classroom management as a foundation for successful practices.
- The companion website contains even more resources to help you get the most from your text, including new revision quizzes, additional theories and models of classroom management, and a new tool to help you develop your own classroom management plan.
Dr Gordon Lyons is a lecturer and researcher in the School of Education at The University of Newcastle. He has been a classroom, support and executive teacher in primary, secondary and special schools, working substantially with students with intellectual disabilities and/or challenging behaviours. He has also worked for the NSW Office of the Public Guardian supporting adults with intellectual disabilities and challenging behaviours. His ongoing research interests are the development of school-wide approaches to improving student welfare, and the education of people with profound multiple disabilities. Margot Ford
Dr Margot Ford is a lecturer and researcher in the School of Education at The University of Newcastle. She has a background in both educational psychology and sociology of education and is interested in how classroom management straddles these disciplines. Her previous positions at Charles Darwin University and the Batchelor Institute of Indigenous Tertiary Education in the Northern Territory bring a strong focus on the needs of learners from diverse backgrounds to her work. June Slee
Dr June Slee was formerly a senior lecturer and researcher in the School of Education at Charles Darwin University in the Northern Territory and is now devoting her energies to full-time research and writing. At the tertiary level she taught pre-service teachers in the areas of behaviour and inclusive practices, while much of her earlier teaching career focussed on working with students with challenging needs. This experience, combined with her academic work, inform her approach to creating harmonious classrooms and schools.
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