Managing Discipline in Schools

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Taylor & Francis, Oct 4, 2003 - Education - 208 pages
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The management of discipline is an essential element in educational practice, and at a time when teachers and managers are anxious about reported increases in violence and other forms of anti-social behaviour there's a need for practical guidance and a review of current thinking.
Based on the author's experience and research in a range of secondary and primary schools, this book presents accessible summaries of relevant legislation and guides the reader through management theories towards effective practice.
By placing the teacher at the centre of the management of discipline in schools and focusing on teacher and pupil esteem, a disciplined environment is not only desirable, but achievable too.
Written in an accessible style, the book;
* highlights the real problems and offers real solutions
* includes case-studies, recent research and legislation
* considers the classroom as well as the whole-school context
* describes the support networks within education
* provides a multi-agency approach.
This book is aimed at trainee and practising teachers, managers, and all those who work with children.

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About the author (2003)

Professor Sonia Blandford is Dean of Education at Canterbury Christ Church University College, among the largest providers of initial teacher training and professional development in the United Kingdom. Following a successful career as a teacher in primary and secondary schools, Sonia has worked in Higher Education for eight years. Sonia has acted as an education consultant to Ministries of Education in Eastern Europe, South America and South Africa. Sonia has also worked as an advisor to LEAs, schools and leads the Teach First initiative. As an author of a range of education management texts, Sonia has a reputation for her straightforward approach to difficult issues. Sonia writes in an accessible style, communicating ideas in a pragmatic manner as illustrated in Master Class and columns written for the Guardian.

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