Positive Classroom Management Skills for School Librarians

Positive Classroom Management Skills for School Librarians

Positive Classroom Management Skills for School Librarians

Positive Classroom Management Skills for School Librarians

Synopsis

"Positive Classroom Management Skills for School Librarians" is a rich, highly needed collection of strategies and methods for building and maintaining a positive learning environment in the library classroom. Appropriate for both pre-service and practicing school librarians at all grade levels, this book provides suggested techniques and examples of best practices for managing students in a school library. This invaluable information has been obtained from observations of school librarians and from discussions with pre-service students, and based upon coauthor Kay Bishop's 20 years of experience as a school librarian in various library settings.

Specific topics covered include establishing positive relationships between students and school librarians; characteristics of students in different grade levels; techniques that librarians can use for effectively managing students in the school library; ways to relate with diverse students, including students with special needs; managing students as they utilize technology in library settings; and designing a school library environment to avoid potential discipline problems.

Excerpt

The purpose of this book is to help school librarians prevent and deal with discipline problems that they may face when communicating with K–12 students. Though many of the author’s current and former school library media students have shared that this is a major issue for them, the author (Dr. Kay Bishop) was unable to locate any book that specifically addresses this topic. Thus, she decided to write this muchneeded book.

Positive management of students is emphasized throughout this book, with specific guidelines and strategies discussed in detail. Numerous examples drawn from the author’s experiences as a school librarian and as a school library educator are included. All names of schools and librarians described in the examples have been changed, but they are based on real observations made by the author or by school library media students at the University of Buffalo.

The initial chapter deals with establishing positive relationships between school librarians and K–12 students. This chapter draws from general strategies used in classrooms, as well as techniques used by school librarians. Chapters 2, 3, 4, and 5 discuss characteristics of students in lower elementary grades, upper elementary grades, middle schools, and high schools and the numerous strategies that librarians can use to effectively manage these students in school libraries. Many specific examples are also presented. Chapter 6 addresses ways to communicate with diverse students, including students with special needs, and Chapter 7 discusses the management of students as they utilize technology in library settings. A final brief chapter addresses how to design school library facilities and environments to avoid potential discipline problems. All chapters, except the first one . . .

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