Section I: Foundations of Classroom Management Chapter 1: Identifying the Crisis, Chapter 2: What Should I be Looking For? Chapter 3: Stance and Technique, Chapter 4: How to Handle an Emergency, Chapter 5: Threat Assessment Core Principals, Section II: Individual Behavior in Context Chapter 6: Non-Traditional and Veteran Students, Chapter 7: Millennial and African American Students, Chapter 8: International and GLBTQ Students, Chapter 9: Distance Learning Students, Chapter 10: Mental Health in the Classroom, Section III: Community Referral, Chapter 11: Communication, Chapter 12: Know Your Resources, Chapter 13: Behavioral Intervention Teams (BIT), Chapter 14: From the Student Conduct Office by Laura Bennett, Section IV: Final Thoughts, Chapter 15: The Most Essential Things
Brian Van Brunt is Director of Counseling at Western Kentucky University, USA.
W. Scott Lewis is a Partner with The National Center for Higher Education Risk Management, USA.
"Finally—a practical, readable handbook and reference packed with tips, techniques, and insights that faculty can immediately put to use! A Faculty Guide to Addressing Disruptive and Dangerous Behavior is just what faculty have been asking for. It gives concrete help with a constant dilemma: determining the behaviors that are within the scope of classroom management and those that require assistance from Student Affairs or Campus Police. This book will serve as a rich resource for all faculty who simply want to be better at what they do." —Cheryl Hagen, Vice President of Student Services, Schoolcraft College"This book covers important topics including identifying, managing, and preventing disruptive and dangerous behaviors in the classroom with a diverse student population. It should be recommended to any faculty or teaching assistants seeking advice on handling challenging situations in their classrooms." —Ming Cui, Associate Professor, College of Human Sciences, Florida State University"I highly recommend this book for postsecondary faculty. This is a book that needs to be read, but also needs to be discussed with colleagues. Many faculty will find similarities between the scenarios described in the case studies and issues confronted in their teaching experience. ... Reading this text helped me to recognize occasions when I may have missed clear student distress signals. It has prompted me to investigate the resources available on my own campus." —Reflective Teaching
|
Ask a Question About this Product More... |
|
