Summary
Contents
Subject index
Five sections cover education policy, professional skills, theory, practice and reflection. The authors provide teaching ideas that work, and that will help trainee teachers to improve their grades and lesson observation profiles. There is a clear explanation of the theoretical underpinning that must be grasped in order to pass written assignments, and Masters level debates are addressed throughout the book, with a dedicated chapter exploring academic themes and issues.
Behaviour and Classroom Management in Schools and Colleges
Behaviour and Classroom Management in Schools and Colleges
Objectives
By the end of this chapter the reader will able to:
- understand the importance of the distinction between classroom management and behaviour management;
- understand the significance of good communication skills in classroom management;
- recognise the role of classroom layout in the management of behaviour;
- appreciate how Behaviour for Learning (B4L) informs many successful classroom management strategies;
- emphasise the role that relationships play in the management of classroom behaviour.
Behaviour Management or Classroom Management?
For many practitioners ‘behaviour management’ is a pejorative term, that is, it treats active learners as passive objects using behavioural strategies. We favour the term ‘classroom management’ since it speaks more of the creation of a learning atmosphere ...
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