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Zusatztext 'Jones and Charlton in this excellent volume of carefully linked chapters emphasise the importance of creating a climate for learning in which both teachers and pupils work together in an atmosphere of trust and with a shared purpose which promotes learning and self-esteem ... few have gone so far in the provision of practical advice on ways in which we may move forward effectively to achieve a coherent system for the management of learning and behaviour.' - British Journal of Special Education'Jones and Charlton have achieved a balance between argument and practicality which warrants the attention of teachers in all schools.' - British Journal of Special Education'It seems that this is one of the first books I have seen which acknowledges that one of the best ways to overcome some of the main behavioural difficulties within the classroom is for a better relationship to be established between the child and the teacher.''Great book. I congratulate the authors for putting their insight into a book which is a must for those working with vulnerable children....[ it ]is so reader friendly...' - Caroline Hensby! Adders Organisation Informationen zum Autor Kevin Jones is Senior Lecturer in the School of Education at Nanyang Technological University, Singapore. Tony Charlton is Professor of Education at Cheltenham and Gloucester College of Higher Education. They are the co-editors of Learning Difficulties in Primary Classrooms (Routledge 1992). Klappentext Partnership with students, involving them more in decisions which effect their education, can improve both motivation and behaviour. This is recognised by recent legislation, notably the Code of Practice for special needs. The contributions in this collection first consider issues such as empowerment and sources for learning and behaviour difficulties. The central sections, written by respected experts, look at different kinds of partnership and how they can be used, including peer tutoring, counselling, contracts, class-based support, self- monitoring and a range of whole school approaches. Zusammenfassung All teachers will be familiar with the problems of effectively managing a class of children with varying abilities. This book considers issues such as empowerment and sources for learning and behaviour difficulties. Inhaltsverzeichnis Introduction Part I Pupil responses to schooling 1 Sources of learning and behaviour difficulties Part II Control and empowerment 2 Where is control located? 3 Helping children to find a voice 4 Listen to the child Part III Working with individual pupils and small groups 5 Non-directive counselling in schools 6 Peer support practices in classrooms and schools 7 Contracting Part IV Classroom-based support 8 Supporting learning within the classroom 9 Children’s personal problem solving 10 IT, disability and the classroom: a case study Part V Whole-school approaches 11 Self-management through self-monitoring 12 Pupils as partners: pupils’ contributions to the governance of schools 13 Involving pupils in policy development Part VI Enhancing pupils’ involvement in schools 14 Enhancing and auditing partnership with pupils...
