The Teacher's Guide for Effective Classroom Management: A Trauma-Informed Approach

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Timothy Knoster Stephanie Gardner

The Teacher's Guide for Effective Classroom Management

A Trauma-Informed Approach

Timothy Knoster, Stephanie Gardner

$64.99

Paperback

Forthcoming
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English

Brookes Publishing Co
06 May 2024

Education; Schools; Teaching skills & techniques

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

By: Timothy Knoster, Stephanie Gardner
Imprint: Brookes Publishing Co
Country of Publication: United States
Edition: 3rd Revised edition
Dimensions: Height: 254mm, Width: 178mm,
ISBN: 9781681256139
ISBN 10: 1681256134
Pages: 144
Publication Date: 06 May 2024
Audience: Professional and scholarly , Undergraduate
Format: Paperback
Publisher's Status: Forthcoming

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

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.