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A Methodology for Supporting Tutors Who Face Challenging Classes

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Classroom Behaviour Management in the Post-School Sector

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Abstract

In this chapter I will outline a strategy for supporting teachers outside the classroom in developing their ability to deal with disruptive student behaviour in their classes. I describe peer-reflective practice and demonstrate how this has been effective in impacting on helping teachers deal with disruptive groups. I explore a strategy for offering teachers support by sharing case studies of trainees’ classes where students were disruptive. Some epistemological questions are raised as to the problematic nature of how teachers know whether improvements take place when an intervention is made.

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Authors and Affiliations

  1. Leeds City College, Leeds, West Yorkshire, UK

    Mervyn Lebor

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  1. Mervyn Lebor
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Lebor, M. (2017). A Methodology for Supporting Tutors Who Face Challenging Classes. In: Classroom Behaviour Management in the Post-School Sector. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-57051-8_8

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  • DOI: https://doi.org/10.1007/978-3-319-57051-8_8

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  • Publisher Name: Palgrave Macmillan, Cham

  • Print ISBN: 978-3-319-57050-1

  • Online ISBN: 978-3-319-57051-8

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