School Discipline Manual
Pearson Education Limited (Verlag)
978-0-273-67517-4 (ISBN)
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TABLE OF CONTENTS Section One: Context *How to use this manual *Managing Discipline - what are the problems *Case studies - the best and worst and lessons learnt Section Two: The School as a Community *Whole school issues - The Challenge *Creating an ethos of trust and support *Case Study This section places schools in the community, reflecting community needs both social and educational. Schools exist to enable pupils to learn and teachers to teach. The ethos of the school will generate the desire to learn and the need to teach. This section encompasses a school-based project, Think Community that provides a framework for schools to examine and evaluate their function as a community. Section 3: Discipline - principles and practice / Government - Code of Practice *Legislation (1994 to date) *Administration The Education Reform Act (1988) introduced a decade of legislation that has changed educational practice at all levels. Teachers, managers and other educational professionals are governed by central government policies which, due to time and professional pressures they are unable to access. This section provides a guide to the government legislation that relates to the management of discipline in schools. The chapter summarises and reviews government policy ranging from children's rights to special educational needs. Part Two : Roles and Responsibilities Section 4: Classroom Teachers *Classroom management *Curriculum issues Classroom teachers need to manage discipline in a caring, confident manner. This section provides practitioners with a positive approach to classroom management based on knowledge and understanding of teaching and learning. Section 5: Team Leaders *Effective Team management *Pastoral / academic responsibilities A middle manager is a player- manager involved in teaching and learning and the management of discipline. This section will provide a guide for Team Leaders with pastoral and academic responsibilities within the context of organisational structure and the management of discipline. Section 6: Senior Managers *Effective management of the school community *Management of discipline in schools The effective management of the school community is central to the role and responsibilities of senior management teams and headteachers. This section identifies the structures and mechanisms required for the management of discipline in schools, encompassing knowledge and understanding of pupil, parent and teachers needs. The chapter also provides guidance for school leaders on the need to provide a safe, secure environment in which pupils can learn and teachers can teach. Section 7: External Agencies *Local Education Authority - Educational Welfare Officers *Social Services *Local Education Authority - Educational Psychologists *Local Education Authority - Medical *Independent Agencies Based on interviews, this section provides guidance on the roles and responsibilities of professional agencies involved in the management of discipline in schools. Part Three: Training Section 7: In-Service Training *Whole school *Classroom teachers *Middle managers *Senior managers Recent evidence has highlighted the need for school INSET programmes to be relevant to practice. This section describes a range of activities that will involve all staff in the development of the management of discipline in schools. Section 8: Management, Monitoring and Evaluation *Discipline Policies*Implementing a policy *Monitoring and Evaluation This section describes how to monitor and evaluate school practice - School managers and teachers need to identify how they manage discipline through monitoring and evaluating practice in order to establish a positive system of support for all members of the school community. Part Four: A Framework for Practice Section 9: Good Practice *Positive solutions to difficult problems *Management systems The emphasis is on solutions, not problems, and includes: target-books, home-school contracts, pupil-partnerships, detentions, changing class, moving schools and exclusions. The section provides teachers with an introduction to a positive approach to the management of discipline. The chapter also explains how management systems can support pupils and practitioners when they encounter discipline problems. Section 10: Where Next? *Self-evaluation *A framework for practice This section allows practitioners to acknowledge the need for support in the classroom. By providing a framework for practice the chapter relates individual needs to school targets and development plans.
| Erscheint lt. Verlag | 4.11.2003 |
|---|---|
| Reihe/Serie | Schools Management Solutions |
| Verlagsort | Harlow |
| Sprache | englisch |
| Maße | 259 x 314 mm |
| Gewicht | 1479 g |
| Themenwelt | Kinder- / Jugendbuch ► Sachbücher |
| Sozialwissenschaften ► Pädagogik ► Schulpädagogik / Grundschule | |
| Sozialwissenschaften ► Pädagogik ► Schulpädagogik / Sekundarstufe I+II | |
| ISBN-10 | 0-273-67517-6 / 0273675176 |
| ISBN-13 | 978-0-273-67517-4 / 9780273675174 |
| Zustand | Neuware |
| Informationen gemäß Produktsicherheitsverordnung (GPSR) | |
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