Controlling your Class: A Teachers Guide to Managing Classroom Behavior

This book is about the management of pupils’ behaviour in the classroom. The author provides a short, readable set of ideas and guidelines that a busy student or teacher can relate to her or his own experience, and put into practice. The author combines control theories and his own teaching experiences into a new approach: the ‘Behavioural, Reflective, Relationship’ approach. This approach reconciles and combines behavioural and combines behavioral and cognitive ideas on classroom control in a practical way for teachers. The author is directive and down–to–earth in his advice throughout the book. However, discussion questions at the end of each chapter allow exploration of main themes and will help each reader to adapt the ideas and suggestions for their own use. As well as offering guidance, the book is intended to help teachers address the feelings of anxiety and guilt which often attend difficulties in this area. This practical handbook is a revised and extended version of a ‘trial edition’ successfully used with both primary and secondary teaching students in several teacher education establishments.
Comments on this trial edition: ‘I would strongly recommend this book to anyone who is serious about dealing with issues involving class control I have searched for this kind of book and I feel [the writer] has found a gap in the market he befriends the reader.’ (Newly qualified primary teacher, Edinburgh, in first post) ‘Its attraction for students and teachers should lie in its close feel for classroom practice and experience a thoughtful publication of real practical value.’ (Secondary teacher / university PGCE tutor, Northern Ireland) ‘I wish this book had been around when I started my teaching career in an accessible form [the writer] has ensured that tomorrow’s teachers do not start their careers burdened by half–truths which would serve only to reduce confiden ce and self–esteem.’ (College tutor, Dundee) ‘It has been decided to adopt the above text.’ (University B.Ed. tutor, Glasgow).

Spis treści:
Four Fallacies.
Personal Qualities.
Organisational and Interpersonal Strategies.
A Behavioural, Reflective, Relationship (BRR) Approach.
Putting the BRR Approach into Practice.
The BRR Approach in Action.
Perennial Problems.
A Last Word.
Some Suggested Further Reading.
Index.

Okładka tylna:
This book is about the management of pupils’ behaviour in the classroom. The author provides a short, readable set of ideas and guidelines that a busy student or teacher can relate to her or his own experience, and put into practice. The author combines control theories and his own teaching experiences into a new approach: the ‘Behavioural, Reflective, Relationship’ approach. This approach reconciles and combines behavioural and combines behavioral and cognitive ideas on classroom control in a practical way for teachers. The author is directive and down–to–earth in his advice throughout the book. However, discussion questions at the end of each chapter allow exploration of main themes and will help each reader to adapt the ideas and suggestions for their own use. As well as offering guidance, the book is intended to help teachers address the feelings of anxiety and guilt which often attend difficulties in this area. This practical handbook is a revised and extended version of a ‘trial edition’ successfully used with both primary and secondary teaching students in several teacher education establishments.
Comments on this trial edition: ‘I would strongly recommend this book to anyone who is serious about dealing with issues involving class control I have searched for this kind of book and I feel [the writer] has found a gap in the market he befriends the reader.’ (Newly qualified primar y teacher, Edinburgh, in first post) ‘Its attraction for students and teachers should lie in its close feel for classroom practice and experience a thoughtful publication of real practical value.’ (Secondary teacher / university PGCE tutor, Northern Ireland) ‘I wish this book had been around when I started my teaching career in an accessible form [the writer] has ensured that tomorrow’s teachers do not start their careers burdened by half–truths which would serve only to reduce confidence and self–esteem.’ (College tutor, Dundee) ‘It has been decided to adopt the above text.’ (University B.Ed. tutor, Glasgow).