© 2017

Classroom Behaviour Management in the Post-School Sector

Student and Teacher Perspectives on the Battle Against Being Educated


Table of contents

  1. Front Matter
    Pages i-x
  2. Mervyn Lebor
    Pages 1-26
  3. Mervyn Lebor
    Pages 27-47
  4. Mervyn Lebor
    Pages 49-76
  5. Mervyn Lebor
    Pages 77-87
  6. Mervyn Lebor
    Pages 187-202
  7. Back Matter
    Pages 213-228

About this book


This book listens to the voices of post-school teachers, managers, theorists, trainees, teacher educators and students talking about the battle against being educated. It analyses models of classroom behaviour management, with examples of theory critiquing practice and practice criticizing theory. The contextual pressures of manageralism, demands imposed by Ofsted, economic survival for institutions based on student numbers, and mandatory attendance requirements have all meant ever-increasing pressures on teachers dealing with students’ violent, disruptive and challenging behaviours, resulting in some highly disordered classrooms in many institutions. Lebor examines the attitudes of stakeholders, including disruptive students, teachers, trainees and managers, and explores a range of issues such as entering the classroom, abuse of computers and technology equipment, overt violence in classrooms, and counter-productive assessment processes, as well as exploring a range of available solutions to the problem. The book will be compelling reading for teachers, teacher educators, trainees, policy-makers, managers in education, but also anyone interested in education and training. 


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Authors and affiliations

  1. 1.Leeds City CollegeLeedsUnited Kingdom

About the authors

Merv Lebor is a tutor in education. He has taught language, literature, media and art, working from basic literacy up to Masters level, co-ordinated 5 different degree programmes and worked for several universities. He currently works in Teacher Education at the University Centre Leeds City College, UK.


Bibliographic information


“Lebor’s book is the extent of primary research he has completed to support his discussion. He has used a wide range of research methods: surveys, case studies, interviews, focus groups, and observations. … Each chapter is very clearly structured, with topics well signposted, and each ending has a helpful list of suggested strategies relating to the chapter’s topics. These features facilitate accessibility and readers can dip into the book according to need and interest.” (Andy Armitage, Teaching in lifelong learning, Vol. 8 (1), 2017)