Titel: The Teacher's Guide to Restorative Classroom Discipline
Autor/en: Luanna H. Meyer
26. Juli 2012 - kartoniert - 216 Seiten
This handbook for teachers complements The School Leader's Guide to Restorative School Discipline and shows teachers how to create a classroom of positive relationships, where every member of that classroom community feels a sense of belonging, is valued, and accepts responsibility for the well-being of others. The behavior expectations in this book apply to adults as well as students, and lead to positive learning outcomes. Included are interventions for challening behaviors as well as alternatives to traditional models of punishment, such as in-school suspension, restorative conferencing, and safe crisis intervention. This book is: Evidence-basedInclusivePracticalContextualCulturally responsiveUser-friendly
Introduction to the Guide
Section I. Setting the Context
1. Restorative Classroom Discipline
2. Behavior Expectations for Schools and Classrooms
3. Home-School and Community Relationships
Section II. Putting the Model in Place
4. Classroom Climate and Cultural Responsiveness
5. School and Classroom Support Structures
6. Interventions for Individual Students-Child-Focused Planning
7. Interventions for Individual Students-Principles in Practice
8. Reflecting Schoolwide Policy in Teacher Practice
Section III: Evaluating Effectiveness and Updating Practice
9. User-Friendly Evaluation Tools and Approaches
10. Professional Development Needs Assessment
Luanna H. Meyer is professor of education (research) and director of the Jessie Hetherington Center for Educational Research at Victoria University in New Zealand. She is also emeritus professor at Syracuse University in the U.S. and adjunct professor at Griffith University in Australia. Since receiving her PhD from Indiana University, she held faculty positions at the University of Hawai'i, the University of Minnesota, Syracuse University, and Massey University prior to her current position. While at Syracuse University, she co-founded the Inclusive Elementary and Special Education Teacher Education Program and coordinated the doctoral program in special education. She also led numerous federally funded research and development projects, including a five-year research institute on the social relationships of children and youth with diverse abilities and the ten-year New York Partnership for State-wide Systems Change.
Throughout her career as a teacher educator and educational researcher, Luanna has been committed to developing practical, evidence-based approaches that can be implemented in real life, typical situations and settings. She works closely with school leaders, teachers, and behavior specialists towards achieving inclusive schools where all children and youth belong and feel valued. Her contributions to the development of positive approaches to behavior problems are acknowledged by her appointment to the Technical Review Committee on Behavior for the National Center for Students with Disabilities who Require Intensive Interventions led by the American Institutes for Research. She was among the first to demonstrate that even the most severe behaviour can be managed with positive approaches, supported by her published research conducted in typical settings with children with severe behaviour disorders, autism, and other disabilities. In New Zealand, her current federally funded projects include research on culturally responsive behavioral intervention in schools; culturally responsive pedagogies for teachers; effective school-based behavioral intervention practices; and the impact of assessment design on student motivation and achievement in secondary schools across the curriculum. A major focus of this work is on effective policy and practice to meet the needs of an increasingly diverse regular education school community.
Luanna has been invited to speak in eight countries and 30 US states about her work, and she has published more than 120 journal articles and book chapters. Her 12 books include Making Friends: The Influences of Culture and Development, Critical Issues in the Lives of People with Severe Disabilities; Behavioral Intervention: Principles, models, and Practices; The Syracuse Community-Referenced Curriculum Guide; Non-Aversive Intervention for Behavior Problems: A Manual for Home and Community; and An Educative Approach to Behavior Problems: A Practical Decision Model.
The Teacher's Guide to Restorative Classroom Discipline represents the next generation of work in positive behavioral supports and school discipline that is sufficiently complex, appropriately comprehensive, and incredibly authentic. Finally, teachers, administrators, and school support staff have a framework that "rings true," pulling together previously isolated and oftentimes singularly considered practices of behavioral sciences, culturally responsive and effective teaching, and school-wide systems change. Meyer and Evans' groundbreaking work on restorative discipline recognizes that sound behavioral principles and effective teaching practices are used and useful only within settings that acknowledge personal histories, relationships, and the cultural values of students and families. It is no surprise that the authors have spent the majority of their careers in island ecosystems with large indigenous populations, where maintaining the delicate and intricate balance of elements are absolutely crucial, necessary, and lifesaving. The Guide's user-friendly style and well-organized content that includes anecdotes, classroom examples, planning guides, and scripts make this a valuable resource and necessary reading for every teacher and administrator.