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A Methodology for Supporting Tutors Who Face Challenging Classes

  • Mervyn Lebor
Chapter

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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Copyright information

© The Author(s) 2017

Authors and Affiliations

  • Mervyn Lebor
    • 1
  1. 1.Leeds City CollegeLeedsUK

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