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Engaging Troubling Students

A Constructivist Approach

By: Scot Danforth, Terry Jo Smith

Truly teaching "troubling" students means connecting with them in ways that can last a lifetime!

Teachers are consistently faced with students who behave in disruptive or disrespectful ways. These "troubling" students are frequently disengaged from both academics and the possibility of meaningful relationships with caring adults. Engaging Troubling Students offers instructional and student support practices grounded in critical constructivism. Danforth and Smith draw from many academic fields to build this comprehensive resource:

History and roots of current issues and dilemmas
Theoretical foundation of critical constructivism
Teaching practices designed to foster the teacher-student relationship
Specific programs addressing conflict, families, inclusive education, and more

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Product Details

Grade Level: PreK-12
ISBN: 9781412904483
Published By: Corwin
Year: 2004
Page Count: 336
Publication date: August 07, 2004

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Description

"Danforth and Smith have written an exceptional book on educating 'troubling' students. It is a clear alternative to current books on educating children with emotional and behavioral disorders, most of which are based on behavioral theories. They offer practical guidance, well illustrated with stories from their own experiences on collaboration, working with families, conflict resolution, social support for students, providing a caring pedagogy, and teacher development."
James L. Paul, Professor, Special Education
University of South Florida

Truly teaching "troubling" students means connecting with them in ways that can last a lifetime!

Teachers are consistently faced with students who behave in disruptive or disrespectful ways. These "troubling" students are frequently disengaged from both academics and the possibility of meaningful relationships with caring adults. How can teachers engage these students in instruction and learning as well as the development of trust and personal growth?

Engaging Troubling Students offers instructional and student support practices grounded in critical constructivism--engaging problematic students in the learning process and building strong relationships with them. These interactions and relationships can have a profound impact on their emotional well-being and learning. Danforth and Smith draw from many academic fields to build this comprehensive resource:

History and roots of current issues and dilemmas
Theoretical foundation of critical constructivism
Teaching practices designed to foster the teacher-student relationship
Specific programs addressing conflict, families, inclusive education, and more

Filled with rich narrative and directed to teachers working with troubling students each day, this insightful, practical guide will help lead you as you develop helpful, trusting relationships with them.

Key features

Author(s)

Scot Danforth

Dr. Scot Danforth is well-known leader in the growing area of Disability Studies in Education, a multidisciplinary field of educational research exploring disabilities as sociopolitical constructions and construing the disabled community as an oppressed minority group. He is co-founder of the Disability Studies in Education Special Interest Group of the American Educational Research Association (http://ced.ncsu.edu/2/dse/). His research has explored the roles of professional and layperson discourses in the social and political construction of disability. Additionally, his publications have analyzed the historical and philosophical development of the field of special education. He has written a wide range of books and articles in the areas of special education teacher preparation, working with students with social and emotional difficulties, and classroom management. He is Associate Professor and Department Chair in the Division of Teaching of Learning, University of Missouri-St. Louis.

Terry Jo Smith

Terry Jo Smith is an Associate Professor of Special Education at National Louis-University in Chicago. She has extensive experience teaching students labeled emotionally/behaviorally disordered in inner-city schools. She has an abiding interest in teacher research, particularly in relationship to the social, cultural and political dimensions of schooling and how these are enacted in school relationships and curriculum. She has worked with a group of teacher/researchers for several years, researching the impact of constructivist pedagogy in a broad range of educational settings. Currently, she is engaging in research at a school in a youth detention center where she is developing constructivist curriculum with teachers and students. Smith's teaching, research and scholarship spring from a passionate commitment to social justice.

Table of Contents

Acknowledgments

About the Authors

Introduction

Teaching as Relationship

About This Book

Outline of the Book

Part I: Conceptual and Historical Foundations

1. Examining Child and School Behaviors

2. Introducing Critical Constructivism

3. Creating a Participatory Classroom Community

Part II: The Pedagogies of Constructivism

4. Adopting a Caring Pedagogy

5. Working Together

6. Reflective Teaching

Part III: Programs and Practices

7. Using Conflict Resolution as Instruction

8. Implementing the KEYS Program for Students With E/BD

9. Working With Families

10. Considering Inclusive Education

11. Honoring and Developing Ourselves as Teachers

References

Index

Reviews

"Engaging Troubled Children is the first book for preservice teachers in special education that is substantial enough to be a primary course textbook that does not objectify troubled students by delineating a host of degrading labels and distancing and alienating technical interventions."

Ellen Brantlinger, Professor, Special Education and Curriculum
Indiana University

"Danforth and Smith have written an exceptional book on educating ‘troubling’ students. It is a clear alternative to current books on educating children with emotional and behavioral disorders, most of which are based on behavioral theories. They offer practical guidance, well illustrated with stories from their own experiences on collaboration, working with families, conflict resolution, social support for students, providing a caring pedagogy, and teacher development."

James L. Paul, Professor, Special Education
University of South Florida

Those educators who wish to transform their classroom into a creative, cooperative setting, who wish to enable their students to construct personal and social meaning in their lives, who wish to develop a meaningful and lasting relationship with their students, and who wish to change not only those troubling students but the teachers' own lives will not find better reading or a more useful resource and practical guide.

Education Review, April 2005

Other Titles in: Student Behavior | Student Engagement & Motivation | At-Risk

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