This completely revised edition is an easy to use resource for teachers, TAs and SENCOs concerned about behavioural issues in the classroom. It will support school staff in their approach to a range of behavioural issues, through a range of tried-and-tested strategies, including:
- How to create an environment of support and acceptance
- Techniques to provide an effective leaning environment
- Ways in which to communicate clearly with children with poor communication skills
- Whole class and whole school approaches for a positive learning environment
- How to maintain appropriate behaviours during unstructured break times
This accessible reference tool will help any teacher to create and maintain a classroom environment conducive to learning. Packed with resources, it also includes templates and example Personal Support Plans, written by practitioners for practitioners.
|Publisher:||Taylor & Francis|
|Product dimensions:||8.25(w) x 11.75(h) x (d)|
About the Author
Sarah Carr - Well-being Officer, Eastfied Primary School, Hull, UK.
Susan Coulter - former Special School Headteacher, UK.
Elizabeth Morling - Series Editor, SEN Consultant and former Head of the Education Service for Physical Disability, Hull City Council, UK
Rebecca Smith - Well-being Officer, Eastfied Primary School, Hull, UK.
Table of Contents
Foreword Introduction Section 1: Legislation and guidance 1. Legislation 2. Discipline in school – teachers powers and the use of reasonable force Section 2: Whole school approaches 3. Whole school thinking 4. Whole school issues 5. Developing a behaviour policy 6. Restorative Practices Section 3: Putting policies into practise to create a positive learning environment 7. Providing a positive learning environment: Early Years 8. Providing an effective learning environment: Primary and Secondary Provision 9. Lesson activity and delivery 10. Communication 11. Creating a positive environment 12. Play/breaktimes and lunchtimes 13. Gender difference Section 4: Support staff 14. Support staff: working in the classroom 15. Support staff: guidelines for working with pupils Section 5: Pupils and parents 16. The voice of the pupil 17. Developing self-esteem 18. Developing peer relationships 19. Ways to develop good relationships with pupils and staff 20. Anti-bullying 21. Working with parents Section 6: Approaches and Interventions for those pupils who require an individual response 20. Observing the pupil 21. Behaviour modification 22. Personal Support Plan (PSP) 23. Coping with a violent incident Section 7: Underlying factors 24. Supporting pupil’s mental health 25. Developing resilience 26. Depression 27. Conduct disorder 28. Self- harm 29. Eating disorders 30. Attachment disorder 31. Attention deficit hyperactivity disorder (ADHD) 34. Attention seeking behaviour 35. Autism 36. Section 8: Continuing Professional Development 37. Planning for Continuing Professional Development 38. Evaluating and following up on Continuing Professional Development References and useful contacts Appendices 1. Elements of a Positive Behaviour Policy 2. Behaviour policy: Primary School 3. Behaviour policy: Secondary School 4. Guidance Policy for Enhancing Community Relationships and Learning for a School with Restorative Practice (Behaviour Policy) 5. A sample Pupil Incident form 6. One schools staged framework to manage behaviour 7. Examples of rewards