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TEACH TO INSPIRE BETTER BEHAVIOUR

ISBN: 9781906517199
£45.00
Product description

Introduction
Strategies for coping with aggressive, disruptive and unpredictable behaviour at school. Help empower all school staff to deal more effectively with aggressive, disruptive or unpredictable behaviours across the primary age ranges.

Teach to Inspire Better Behaviour offers strategies for teachers on how to improve behaviour in primary school – specifically aggressive, disruptive and unpredictable behaviour. It suggests focusing on areas such as the classroom environment and routine when tackling school behaviour development.

Benefits
The primary aims of this book are to:

Present new ways of thinking about existing problems in order to devise new solutions
Unpack some of the jargon associated with highly relevant educational, psychological and neurological theory into accessible language.
Summary of contents
Teach to Inspire Better Behaviour is aimed at mainstream schools seeking to take a fresh look at the possible causes for aggressive, disruptive and unpredictable behaviours and their impacts on social and emotional health. It provides both the theory and practice to cope with the ‘teenage toddler’, the young people we all face in our classrooms whose behaviour does not match their chronological age. The resource takes recent psychological and neurological theory and presents new ways of dealing with problem behaviours. It challenges the idea that ‘nurture’ is restricted to the early years and provides ways that adults can create a nurturing environment in which emotional wellbeing is recognised as essential for personal, social and emotional development throughout the school age group.

The resource consists of the following:

Background theories to understand ‘nurturing and wiring’ and what happens when things go wrong
Strategy chapters that provide a framework for helping children fill in the developmental gaps, so building healthier relationships and engaging with learning
Information on how to provide for the rest of the class whilst also working alongside difficult children
PowerPoint training materials with full facilitator notes as well as reflective tasks for staff training
The author focuses on the causes and impact of traumatic life events linked with different stages of neurological and psychological development, including separation, illness, bereavement, neglect, abuse and inadequate limit-setting in early childhood.

The key themes of the book are:

The need for classrooms in which basic emotional needs are met, in which all participants, adults and children, feel safe, self-motivated and free to focus on building healthy relationships and on teaching and learning
Acknowledgement of a significant and growing minority of children for whom traditional behaviour management strategies are not working
Scientific research into the psychological effects on the brain (and consequently on behaviour) of early developmental problems and childhood loss, trauma, abuse or illness
Consideration of the impact of disruptive behaviours on the needs of peers
The need for improved self-care among those working within schools
The delivery of tried-and-tested strategies at an accessible level, underpinned by attachment theory, into the hands of classroom practitioners who encounter both occasional extremes of behaviour and the on-going pressure of low-grade disruption
Chapter breakdown
Part One: Theory
Introduction
Chapter 1: What are Attachment Theory and Nurturing Strategies?
Chapter 2: Nurturing and Wiring… When Things Go Well
Chapter 3: Life On Red Alert… When Things Go Wrong, Part 1
Chapter 4: Repairing Relationships… When Things Go Wrong, Part 2
Chapter 5: Adapting Theory to the Classroom
Part Two: Developing Strategies
Introduction
Chapter 6: Where’s Teacher?
Chapter 7: Routines and Relaxation
Chapter 8: Permission to Fail
Chapter 9: Rewards and Sanctions
Part Three: Planning for Whole-class Nurture
Chapter 10: The Rest of the Class
Chapter 11: Teachers’ Needs are Special Too
Part Four: PowerPoint Presentation
Facilitator Notes
Section 1: Theory – Sessions A and B
Section 2: Developing Strategies – Sessions C and D
Section 3: Planning for Whole-class Nurture – Session E
Bibliography

Additional information
Products specifications
Author SUE GOTT
Pub Date 2009-04
Binding Book/Manual