Classroom Management and Restorative Justice
Classroom and behavior management difficulties are among the top reasons teachers leave the profession. But stringent rules and zero-tolerance policies may not set the stage for quality learning and development. What should be done to protect the safety of students and educators while responding to negative behaviors so as to not jeopardize learning? While exploring student misbehavior and classroom management, explore restorative justice characteristics and reasons to incorporate these methods.
Debra Cannon holds master’s degrees in Mathematics/Physics and Educational Leadership. She has more than 35 years of high school teaching experience, including teaching foundation and advanced levels of high school and college mathematics and physics. She also served as the Dean of Instruction for South Grand Prairie High School and as Director of Academic Services for an online education company. At SGPHS, she and her administrative colleagues implemented a school-wide career-academy approach to smaller learning communities, resulting in dramatic decreases in student discipline issues for high school freshmen.
Lana Sloan is Assistant Provost for Curriculum Production Services at American College of Education (ACE). She received her doctoral and master’s degrees in Educational Administration from Texas A&M University–Commerce and her bachelor’s degree in Elementary Education from the University of North Texas at Denton. An award-winning journalist, Lana also served as a teacher and curriculum developer in the Dallas Public Schools for 22 years.
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