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Secondary Behaviour Cookbook: Strategies at Your Fingertips [Hardback]

(University of Western Syndney, Australia)
  • Formāts: Hardback, 190 pages, height x width: 297x210 mm, weight: 760 g, 4 Tables, color; 7 Line drawings, color
  • Izdošanas datums: 20-Sep-2018
  • Izdevniecība: Routledge
  • ISBN-10: 0815393393
  • ISBN-13: 9780815393399
Citas grāmatas par šo tēmu:
  • Hardback
  • Cena: 178,26 €
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Secondary Behaviour Cookbook: Strategies at Your FingertipsPalielināt
  • Formāts: Hardback, 190 pages, height x width: 297x210 mm, weight: 760 g, 4 Tables, color; 7 Line drawings, color
  • Izdošanas datums: 20-Sep-2018
  • Izdevniecība: Routledge
  • ISBN-10: 0815393393
  • ISBN-13: 9780815393399
Citas grāmatas par šo tēmu:
Permanent link: https://www.kriso.lv/db/9780815393399.html
Keywords:
Developed in conjunction with teachers, The Secondary Behaviour Cookbook provides highly effective, practical strategies for responding to and resolving behavioural issues in secondary schools.

Consisting of over fifty recipes, the books unique format enables teachers and 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 young peoples needs in the longer term. From disorganization and lateness, to attention-seeking and destructive behaviours, bullying, anxiety and depression, the books sections cover a broad spectrum of behaviours falling within six broad 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.





Coping with Conflict: addressing conflict in and out of the classroom, including aspects of bullying and discrimination





Emotional Distress: understanding distress and developing coping strategies





Behaviours of Special Concern: recognising behaviours associated with autism, trauma, abuse or poor mental wellbeing.

Underpinned by positive psychology, and emphasising the importance of constructive relationships, communication, inclusion, wellbeing and resilience, this is an indispensable resource for secondary school teachers and educators, behaviour support consultants, SENDCOs and educational psychologists.

Recenzijas

"A truly empowering book that enables the reader to understand and respond appropriately to a wide range of issues that can prove problematic in a school setting. With suggested strategies for managing issues as diverse as procrastination, perfectionism, pushing, poking and personal hygiene; Ive no doubt this book will boost both teacher confidence and pupil outcomes."

Dr Pooky Knightsmith, Mental Health Author and Educator and Vice Chair, Children and Young Peoples Mental Health Coalition, UK.

"An excellent book providing the recipes you need to become a happy, healthy and effective teacher, this solution-focused read is full of theory and most importantly, practical considerations to take into the classroom. Sue provides an insight into the world of education which draws on her considerable experience a must-read for teachers at any stage of their career!"

Martyn Reah, Deputy Head Teacher, Eggars School, London, UK and initiator of #Teacher5aday and PedagooHampshire.

"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 x
Introduction 1(2)
The oven: the emotional climate of the classroom
3(10)
Circle Solutions and the ASPIRE principles
5(2)
The team
7(1)
Traditional approaches to behaviour
8(1)
Alternatives to a behaviourist model
9(2)
Adolescents and their development
11(2)
Ingredients
13(13)
Essential main ingredient: positive teacher-student relationships
13(3)
Special ingredients -- starred strategies
16(10)
Content
26(3)
Section 1 Getting things done
29(28)
The problem: lateness to school/lessons The recipe: being punctual
34(4)
The problem: inattention The recipe: listening to and following instructions
36(2)
The problem: avoidance strategies The recipe: confidence to focus on directed tasks
38(4)
The problem: disorganization The recipe: having the right things for a task and getting down to it
40(2)
The problem: helplessness The recipe: increasing independence
42(4)
The problem: procrastination The recipe: focusing on set task to completion
44(2)
The problem: distracted by others The recipe: focus on set task
46(4)
The problem: starting but not finishing set work The recipe: finishing assignments
48(2)
The problem: disengagement The recipe: building confidence
50(2)
The problem: perfectionism The recipe: realistic work expectations
52(2)
The problem: refusal to do differentiated work The recipe: willing to work at an appropriate level
54(3)
Section 2 Dealing with disruption
57(28)
The problem: a noisy classroom The recipe: a productive buzz
62(2)
The problem: off-task conversations The recipe: focus on task in hand
64(2)
The problem: pushing and poking others The recipe: safe use of hands and feet
66(2)
The problem: fidgeting, humming and other noises The recipe: self-awareness and self-control
68(2)
The problem: attention-seeking silliness The recipe: attention gained by positive behaviours
70(2)
The problem: frequent interruptions The recipe: waiting in turn
72(2)
The problem: over-the-top behaviour The recipe: measured responses
74(2)
The problem: uniform infringements The recipe: wearing appropriate school clothing
76(2)
The problem: inappropriate personal care The recipe: personal grooming at appropriate times/places
78(2)
The problem: using technology for personal use in class The recipe: technology used appropriately
80(2)
The problem: disruption to learning caused by erratic attendance The recipe: motivation to attend school
82(3)
Section 3 Social interactions
85(22)
The problem: dominant behaviour The recipe: sharing time, space and opportunities
88(2)
The problem: stealing The recipe: being trustworthy
90(2)
The problem: lying and blaming others The recipe: accepting personal responsibility
92(2)
The problem: cheating The recipe: self-reliance
94(2)
The problem: trying to buy friendship The recipe: positive approaches to friendship
96(2)
The problem: everyone is against me The recipe: acknowledging the positive
98(2)
The problem: personal hygiene The recipe: established cleanliness routines
100(2)
The problem: keeping up an image The recipe: being authentic
102(2)
The problem: groups who challenge The recipe: respectful collaboration
104(3)
Section 4 Coping with conflict
107(24)
The problem: verbal rudeness to staff The recipe: respectful interactions
111(3)
The problem: non-verbal disrespect The recipe: appropriate engagement
114(2)
The problem: ignoring requests/walking away The recipe: appropriate listening
116(2)
The problem: fighting The recipe: alternatives to violence
118(3)
The problem: bullying and intimidation The recipe: a safe and supportive learning environment
121(3)
The problem: bringing weapons to school The recipe: understanding the dangers
124(2)
The problem: cyber-bullying The recipe: positive and safe use of social media
126(2)
The problem: derogatory name-calling The recipe: valuing difference and diversity
128(3)
Section 5 Emotional distress
131(26)
The problem: outbursts of anger The recipe: coping with frustration
136(3)
The problem: unprovoked aggression The recipe: express strong feelings in ways that do not hurt others
139(3)
The problem: frequent episodes of distress/crying The recipe: tuning in to the positive and becoming resilient
142(2)
The problem: destructive behaviour (own work) The recipe: valuing personal efforts as well as achievements
144(2)
The problem: destructive behaviour (other people's work and possessions) The recipe: kindness to others
146(2)
The problem: high levels of anxiety The recipe: increased confidence
148(4)
The problem: negativity The recipe: positive re-framing
152(2)
The problem: depression The recipe: becoming more hopeful
154(3)
Section 6 Behaviours of special concern
157(24)
The problem: obsessive or ritualistic behaviour The recipe: reduced anxiety and increased sense of control
162(2)
The problem: eating difficulties The recipe: healthy eating and positive self-esteem
164(2)
The problem: sexually explicit behaviour The recipe: awareness of what is acceptable, respectful and safe
166(3)
The problem: self-harm -- cutting The recipe: positive coping strategies
169(4)
The problem: considering suicide The recipe: staying safe
173(3)
The problem: unsafe risk taking The recipe: taking care of self and others
176(2)
The problem: blurring of boundaries between fantasy and reality The recipe: awareness of what is real and what is not
178(3)
Resources -- and further reading/viewing 181(4)
References 185(2)
Index 187
Sue Roffey has been a teacher, educational psychologist and an academic. She is now an Honorary Associate Professor at Exeter University, UK, and Adjunct Associate Professor at Western Sydney University, Australia. She is also Director of Growing Great Schools Worldwide.