The Teacher's Guide for Effective Classroom Management
A Trauma-Informed Approach
3rd Edition
Will be published approx. on 30. June 2024
Book
Paperback/Softback
144 pages
978-1-68125-613-9 (ISBN)
Description
Apply a trauma-informed lens to classroom management with the timely third edition of this bestselling book--soon to be a go-to guide for every K-12 teacher. Developed by experts on trauma-informed and positive behavior support, this new edition offers practical guidance for creating a safe, supportive, and smoothly functioning classroom environment for all learners, including those who have experienced trauma.
Written in the down-to-earth, accessible style that made the previous editions teacher favorites, this guide will help preservice, new, and experienced educators address each student's social, emotional, and behavioral needs throughout the school day. Reflecting empirically supported practice, the recommended strategies fit perfectly within a multi-tiered systems of support (MTSS) framework and align with school-wide positive behavioral interventions and supports. And the updated practical materials--now available online--help teachers with planning, data collection, student engagement, and more.
With the principles and practices in this reader-friendly guidebook, teachers will be better prepared to resolve behavior challenges, mitigate the impact of trauma, and foster a safe and nurturing learning community where every student can succeed.
TEACHERS WILL:
Learn how trauma can uniquely influence student behavior
Build rapport with students while maintaining appropriate boundaries
Establish clear expectations to enhance social emotional learning and behavior in the classroom
Acknowledge and reinforce expected prosocial behaviors throughout the school day
Increase student engagement through opportunities to respond
Use trauma-informed redirection procedures to address behavior challenges
Align their classroom practice with trauma-informed Tier 2 and Tier 3 approaches
Discover self-care tips and resources to help teachers navigate stress and avoid burnout
What's new:
Timely focus on trauma and trauma-informed strategies
Guidance on both traditional and virtual instruction
Reflection exercises at the end of each chapter
Updated practical materials (now online)
Updated citations and references
Written in the down-to-earth, accessible style that made the previous editions teacher favorites, this guide will help preservice, new, and experienced educators address each student's social, emotional, and behavioral needs throughout the school day. Reflecting empirically supported practice, the recommended strategies fit perfectly within a multi-tiered systems of support (MTSS) framework and align with school-wide positive behavioral interventions and supports. And the updated practical materials--now available online--help teachers with planning, data collection, student engagement, and more.
With the principles and practices in this reader-friendly guidebook, teachers will be better prepared to resolve behavior challenges, mitigate the impact of trauma, and foster a safe and nurturing learning community where every student can succeed.
TEACHERS WILL:
Learn how trauma can uniquely influence student behavior
Build rapport with students while maintaining appropriate boundaries
Establish clear expectations to enhance social emotional learning and behavior in the classroom
Acknowledge and reinforce expected prosocial behaviors throughout the school day
Increase student engagement through opportunities to respond
Use trauma-informed redirection procedures to address behavior challenges
Align their classroom practice with trauma-informed Tier 2 and Tier 3 approaches
Discover self-care tips and resources to help teachers navigate stress and avoid burnout
What's new:
Timely focus on trauma and trauma-informed strategies
Guidance on both traditional and virtual instruction
Reflection exercises at the end of each chapter
Updated practical materials (now online)
Updated citations and references
More details
Edition
Third Edition
Language
English
Place of publication
Baltimore
United States
Target group
Professional and scholarly
Edition type
New edition
Product notice
Paperback (trade)
Unsewn / adhesive bound
Dimensions
Height: 253 mm
Width: 178 mm
Thickness: 8 mm
Weight
299 gr
ISBN-13
978-1-68125-613-9 (9781681256139)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Persons
Tim Knoster, Ed.D., is a professor at the McDowell Institute for Teacher Excellence in Positive Behavior Support in the College of Education at Bloomsburg University of Pennsylvania. The McDowell Institute emphasises the translation of research on multi-tiered systems of support--most specifically, positive behavior intervention and support--into practice in schools. Dr. Knoster has also served as Executive Director of the International Association for Positive Behavior Support since its inception in 2003. Dr. Knoster (or Tim, as he prefers) has been involved with preservice and in-service teacher training for more than 30 years. He has worn many hats throughout his career, including the role of an instructor of undergraduate and graduate courses, a classroom teacher in the public schools, Director of Student Support Services and Special Education, and Principal Investigator as well as Program Evaluator on federal projects focused on classroom and student-centered behavior intervention and support. Specifically relevant to this book, Dr. Knoster has extensive experience in providing professional development for classroom teachers and has been the recipient of numerous awards for his endeavors in this regard. He has extensively published and provided training for educators and staff from various child-serving systems in the application of positive behavior support in schools and community-based settings. Dr. Knoster has an uncanny ability to help teachers interpret the research literature on behavioral matters in a way that enables them to translate that same research into practical strategies and approaches in their classrooms.
Content
About the Online Companion Materials
About the Authors
Preface
Introduction
Chapter 1 What Exactly Is a Trauma-Informed Approach?
Chapter 2 Why Do Kids Act the Way They Do?
Chapter 3 How Can I Become Trauma-informed?
Chapter 4 How Do I Prevent Undesired Behavior?
Chapter 5 Rapport Building: How Do I Develop Relationships with My Students?
Chapter 6 Establishing Expectations Reflecting Social and Emotional Learning: How Do I Go About Doing This?
Chapter 7 Acknowledging Desired Behaviors: How Can I Do This Effectively and Efficiently
Chapter 8 Providing Opportunities for Student Engagement: How Can I Increase These in a Trauma-informed Way?
Chapter 9 How Do I Address Undesired Behavior in a Trauma-informed Way?
Chapter 10 How Does Being Trauma-informed Help Students with More Serious Mental Health Challenges AND Support the Social and Emotional Wellness of All Students?
Chapter 11 How Do Trauma-informed Practices Align with Multi-tiered Systems of Support?
Closing Thoughts on Self-Care
Appendices
References
About the Authors
Preface
Introduction
Chapter 1 What Exactly Is a Trauma-Informed Approach?
Chapter 2 Why Do Kids Act the Way They Do?
Chapter 3 How Can I Become Trauma-informed?
Chapter 4 How Do I Prevent Undesired Behavior?
Chapter 5 Rapport Building: How Do I Develop Relationships with My Students?
Chapter 6 Establishing Expectations Reflecting Social and Emotional Learning: How Do I Go About Doing This?
Chapter 7 Acknowledging Desired Behaviors: How Can I Do This Effectively and Efficiently
Chapter 8 Providing Opportunities for Student Engagement: How Can I Increase These in a Trauma-informed Way?
Chapter 9 How Do I Address Undesired Behavior in a Trauma-informed Way?
Chapter 10 How Does Being Trauma-informed Help Students with More Serious Mental Health Challenges AND Support the Social and Emotional Wellness of All Students?
Chapter 11 How Do Trauma-informed Practices Align with Multi-tiered Systems of Support?
Closing Thoughts on Self-Care
Appendices
References