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Classroom Management
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Table of Contents

1. Modelling classroom management 2. Classroom management theory 3. Relationships and communication 4. Curriculum, assessment and pedagogy 5. Classroom organisation 6. Professional reflexivity 7. Interventions 8. Stories from the field 9. Your theory into practice 10. Contemporary issues

About the Author

Dr Gordon Lyons is a lecturer and researcher in the teacher education program in the School of Education at The University of Newcastle. He has been a classroom, support and executive teacher in primary, secondary and special schools, working substantially with students with intellectual disabilities and/or challenging behaviours. His ongoing research interests include the development of school-wide approaches to improving student welfare, and the education of people with profound multiple disabilities. Dr June Slee was formerly a senior lecturer and researcher in the School of Education at Charles Darwin University in the Northern Territory and is now devoting her energies to full-time research and writing. At the tertiary level she taught pre-service teachers in the areas of behaviour and inclusive practices, while much of her earlier teaching career focussed on working with students with challenging needs. This experience, combined with her academic work, inform her approach to creating harmonious classrooms and schools. Dr Margot Ford is a lecturer and researcher in the School of Education at The University of Newcastle. She has a background in both educational psychology and sociology of education and is interested in how classroom management straddles these disciplines. Her previous positions at Charles Darwin University and the Batchelor Institute of Indigenous Tertiary Education in the Northern Territory bring a strong focus on the needs of learners from diverse backgrounds to her work.

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