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E-grāmata: Primary Behaviour Cookbook: Strategies at your Fingertips

(University of Western Syndney, Australia)
  • Formāts: 156 pages
  • Izdošanas datums: 27-Jun-2018
  • Izdevniecība: Routledge
  • Valoda: eng
  • ISBN-13: 9781351188623
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Primary Behaviour Cookbook: Strategies at your FingertipsPalielināt
  • Formāts: 156 pages
  • Izdošanas datums: 27-Jun-2018
  • Izdevniecība: Routledge
  • Valoda: eng
  • ISBN-13: 9781351188623
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Developed in conjunction with practitioners and teachers, The Primary Behaviour Cookbook provides highly effective, practical strategies for responding to and resolving behavioural issues in primary classrooms.

Consisting of over forty recipes, the books unique format enables practitioners to quickly and easily access information and advice on dealing with specific behaviours. Each recipe details strategies and interventions for immediate application in the classroom setting, considers possible causes of the given behaviour and offers helpful approaches for responding to the childs needs in the longer term. From disengagement to impulsivity, attention-seeking, defiance, bullying, anxiety and aggression, the books five sections cover a broad spectrum of behaviours falling within five broader categories:











Getting things done: supporting positive student engagement and achievement





Dealing with disruption: increasing motivation and skills to facilitate learning





Social interactions: resolving problematic situations that occur between pupils.





Emotional distress: understanding distress and developing coping strategies





Behaviours of special concern: recognising behaviours associated with autism, trauma, or abuse.

Underpinned by positive psychology, and emphasizing the importance of constructive relationships, communication, inclusion and child wellbeing, this is an indispensable resource for primary school teachers and assistants, behaviour support consultants, SENDCOs and educational psychologists.

Recenzijas

"This is an immediately accessible book for busy primary school teachers, covering a wide range of behaviour and welfare issues that teachers face daily. The advice and strategies, are realistically enabling and are based in sound psychology as well as teachers' real experiences. This is a book that enables solution-based approaches to behaviour concerns and challenges, at every level in a school. I commend this book to our busy colleagues in our profession to support respectful, humane and positive behaviour in schools."

Dr Bill Rogers, Fellow: Australian College of Education; Honorary Life Fellow: Trinity Leeds University and Honorary Fellow at the Graduate School of Education, Melbourne University.

"Wow! This must-read book gives practical solutions for common behaviour challenges that are faced by teachers. It is the ideal resource that teachers are looking for! Full of very workable ideas to support teachers, as they nurture good relationships and ensure a climate for learning that unleashes each pupil's potential."

Dr Neil Hawkes, founder of Values-based Education (VbE) and former primary school headteacher, UK

"Dr Roffey brings all of her considerable experience to these practical and powerful toolkits for classroom teachers. Her practical experience as a classroom teacher of students with special education needs, and subsequent work as an education psychologist and socio-emotional learning program developer and trainer enables her to produce resources that speak directly to the challenges faced by classroom teachers."

Denise Quinlan, Positive Psychology News

Acknowledgements ix
Introduction 1(2)
The oven: the emotional climate of the classroom
3(7)
Circle Solutions and the ASPIRE principles
5(1)
The team
6(1)
Alternatives to a behaviourist model
7(3)
Ingredients
10(11)
Essential main ingredient: positive teacher-pupil relationships
10(3)
Special ingredients -- starred strategies
13(8)
Content
21(2)
Bibliography
23(120)
Section 1 Getting things done
25(26)
The problem: inattention The recipe: Listening and following instructions
32(2)
The problem: avoidance strategies The recipe: focusing on directed tasks
34(2)
The problem: disorganization The recipe: having the right things for a task and getting down to it
36(2)
The problem: helplessness The recipe: increasing independence
38(2)
The problem: refusal to cooperate The recipe: positive responses to teacher requests and directions
40(2)
The problem: not settling but flitting between activities The recipe: focusing on set task to completion
42(2)
The problem: distracted by others The recipe: focus on set task
44(2)
The problem: starting but not finishing set work The recipe: finishing assignments
46(2)
The problem: quiet disengagement The recipe: building confidence
48(3)
Section 2 Dealing with Disruption
51(20)
Positive attention and self-control
53(1)
Impulse control
54(2)
The problem: pushing or poking other children The recipe: safe use of hands and feet
56(2)
The problem: fidgeting, humming and other noises The recipe: self-awareness and control
58(2)
The problem: attention-seeking silliness The recipe: attention gained by positive behaviours
60(2)
The problem: over-the-top behaviour The recipe: measured responses
62(2)
The problem: frequent interruptions The recipe: waiting in turn
64(2)
The problem: outright defiance The recipe: co-operation
66(2)
The problem: rudeness The recipe: courtesy/appropriate language
68(3)
Section 3 Social Interactions
71(24)
The problem: not taking turns or sharing The recipe: being fair
74(2)
The problem: bossiness -- pushing in -- wanting to be first The recipe: appropriate assertiveness
76(3)
The problem: bullying and intimidation The recipe: a safe and supportive classroom
79(3)
The problem: fighting The recipe: conflict management
82(2)
The problem: stealing The recipe: being trustworthy
84(2)
The problem: lying and blaming others The recipe: accepting responsibility
86(2)
The problem: cheating The recipe: self-reliance
88(2)
The problem: trying to buy friendship The recipe: positive approaches to friendship
90(2)
The problem: everyone is against me The recipe: acknowledging the positive
92(3)
Section 4 Emotional Distress
95(4)
The problem: unprovoked aggression The recipes
1 To express strong feelings in ways that do not hurt others
99(1)
2 To increase awareness of feelings to reduce acting on impulse
99(3)
The problem: tantrums The recipe: coping with frustration
102(2)
The problem: distress/tantrums/clinging when a parent leaves their child in class
The recipe: both child and parent are calm and comfortable
104(2)
The problem: frequent or prolonged crying The recipe: talking about difficulties/feelings
106(2)
The problem: destructive behaviour (own work) The recipe: valuing personal efforts and achievements
108(2)
The problem: destructive behaviour (other people's work and possessions) The recipe: treating belongings with respect
110(2)
The problem: selective mutism The recipe: confidence in speaking
112(2)
The problem: disengagement The recipe: participation/resilience
114(2)
The problem: negativity The recipe: positive re-framing
116(2)
The problem: high levels of anxiety The recipe: increased confidence
118(3)
Section 5: behaviours of special concern
121(4)
Monitoring
125(1)
Teacher wellbeing
125(1)
The problem: obsessive or ritualistic behaviour The recipe: reduced anxiety and sense of control
126(2)
The problem: sexually explicit behaviour The recipe: awareness of what is acceptable and safe
128(2)
The problem: soiling (encopresis) and smearing (scatolia) The recipe: age appropriate self-care
130(2)
The problem: unsafe risk taking The recipe: taking care of self and others
132(2)
The problem: running away The recipe: staying safe
134(2)
The problem: self-harm The recipe: positive coping strategies
136(2)
The problem: confusing reality and fantasy The recipe: awareness of what is real and what is not
138(2)
Resources and further reading
140(1)
Cards and other resources for Circle Solutions activities
140(3)
Index 143
Sue Roffey has been a teacher, educational psychologist and an academic. She is now an Honorary Associate Professor at University of Exeter, and Adjunct Associate Professor Western Sydney University, Australia. She is also Director of Growing Great Schools Worldwide.
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