Additional information
by Wayne Sheldrick (Author)
Students who misbehave confuse and upset even the most experienced teachers. They are loud, defiant, stubborn, impulsive and maybe even out of control. But these students' worst behavior may not be their fault. It may not be how they really want to behave.Dr. Wayne Sheldrick, respected expert working with students and teachers, offers a practical step by step approach for teachers to use to reach these students and help them to change their behavior. Discipline will be less about punishment, and more about helping your students to grow. You will learn how to accept and respect your students so they will trust you and be willing to allow you to help them to change their behavior.Classroom Management Made Easy will provide you with: -An understanding of what causes misbehavior in the classroom-Insights into the root causes of your difficult student's misbehavior-Ideas on creating a community of supportive learners-A step by step guide for working with a difficult student-Ideas on how can simply and easily meet the needs of your students without fighting, bribing or coercing them-Strategies for proactive responses to potential behavioral problems-And much more
Author Biography
Dr. Sheldrick has worked with students in the classroom for over thirty years. His experience includes teaching in inclusive classrooms, classrooms for students with special needs, and in a school for students with severe behavioral problems. It is this latter work that led to the development of the strategies included in Classroom Discipline Made Easy that were used for a number of years in inclusive classrooms. With a doctorate in Cognitive Processes in Education Dr. Sheldrick has an extensive academic background to compliment his classroom experience. This combination of theory and practice has enabled him to work with teachers, and to develop in-classroom programs to meet the needs of both teachers and students. For over twenty years Dr. Sheldrick has conducted professional development courses and workshops for teachers in which these strategies were taught, and consulted with teachers experiencing difficulties with class management. The strategies that these teachers brought back to their classrooms were so effective that not only did their students become more productive members of the classroom, but other teachers in the school noticed the dramatic difference. Not only were the students better behaved and more productive, but the teacher enjoyed her work more. In a number of cases these teachers were able to act as lead teachers and help others to change their classroom dynamics as well, in some cases leading to the entire staff in their schools employing these ideas.
