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. Lyons and Ford, University of Newcastle.
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: - 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.
Dr Gordon Lyons is a lecturer and researcher in the teacher education program 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. His ongoing research interests include the development of school-wide approaches to improving student welfare, and the education of people with profound multiple disabilities. 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. 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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