Safe Schools for Teaching and Learning

Revision with unchanged content. The pattern of learning intended for children is that most of them learn through examples. Consequently, what teachers do to pupils and what pupils do to fellow pupils, school buildings or grounds is much more important than what they say in their learning. On the whole the attitude of teachers and pupils affects teaching and academic performance of learners too. This work therefore examines public primary school teachers' perceptions of the factors contributing to safe school learning environments. It also uses a four-step self-study process, namely: building awareness and community; developing a group focus; implementing ideas of the group focus; and reflecting on the practice. In this work, classroom teachers' experiences suggest that the process developed discourages teachers from direct instruction and encourages them to actively engage students more in their learning. On one hand, the classroom teachers in the work experienced fewer discipline problems in their classrooms after using the process. On the other hand, they changed their attitudes towards their learners and their classroom relationship. The book targets a number of people, to be precise, primary school teachers, student teachers and teacher educators in teacher training colleges and colleges of education.