Exploring a wide range of challenging behaviours commonly seen in the primary classroom, this book provides practical strategies for responding to and resolving behavioural issues in both the short- and long-term, and considers possible causes of each given behaviour.
Exploring a wide range of challenging behaviours commonly seen in the primary classroom, this book provides practical strategies for responding to and resolving behavioural issues in both the short- and long-term, and considers possible causes of each given behaviour.
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.
Inhaltsangabe
TABLE OF CONTENTS INTRODUCTION THE OVEN: THE EMOTIONAL CLIMATE OF THE CLASSROOM INGREDIENTS ESSENTIAL MAIN INGREDIENT: POSITIVE TEACHER-PUPIL RELATIONSHIPS SPECIAL INGREDIENTS - STARRED STRATEGIES CONTENT REFERENCES Section 1: GETTING THINGS DONE INATTENTION AVOIDANCE STRATEGIES DISORGANISATION HELPLESSNESS REFUSAL TO COOPERATE NOT SETTLING BUT FLITTING BETWEEN ACTIVITIES DISTRACTED BY OTHERS STARTING BUT NOT FINISHING SET WORK QUIET DISENGAGEMENT Section 2: DEALING WITH DISRUPTION POSITIVE ATTENTION and SELF-CONTROL IMPULSE CONTROL PUSHING OR POKING OTHER CHILDREN FIDGETING, HUMMING AND OTHER NOISES ATTENTION-SEEKING SILLINESS FREQUENT INTERRUPTIONS OVER-THE-TOP BEHAVIOUR OUTRIGHT DEFIANCE RUDENESS Section 3: SOCIAL INTERACTIONS NOT TAKING TURNS OR SHARING BOSSINESS - PUSHING IN - WANTING TO BE FIRST FIGHTING BULLYING AND INTIMIDATION STEALING LYING AND BLAMING OTHERS CHEATING TRYING TO BUY FRIENDSHIP EVERYONE IS AGAINST ME Section 4: EMOTIONAL DISTRESS UNPROVOKED AGGRESSION TANTRUMS DISTRESS/TANTRUMS/CLINGING WHEN A PARENT LEAVES THEIR CHILD IN CLASS DESTRUCTIVE BEHAVIOUR (OWN WORK) DESTRUCTIVE BEHAVIOUR (OTHER PEOPLE'S WORK AND POSSESSIONS) HIGH LEVELS OF ANXIETY SELECTIVE MUTISM DISENGAGEMENT NEGATIVITY Section 5: BEHAVIOURS OF SPECIAL CONCERN MONITORING TEACHER WELLBEING OBSESSIVE or RITUALISTIC BEHAVIOUR SEXUALLY EXPLICIT BEHAVIOUR SOILING (encopresis) AND SMEARING (scatolia) UNSAFE RISK TAKING RUNNING AWAY SELF-HARM CONFUSING REALITY AND FANTASY RESOURCES General Getting Things Done General Disruption Social Interactions Emotional Distress Special Concerns
TABLE OF CONTENTS INTRODUCTION THE OVEN: THE EMOTIONAL CLIMATE OF THE CLASSROOM INGREDIENTS ESSENTIAL MAIN INGREDIENT: POSITIVE TEACHER-PUPIL RELATIONSHIPS SPECIAL INGREDIENTS - STARRED STRATEGIES CONTENT REFERENCES Section 1: GETTING THINGS DONE INATTENTION AVOIDANCE STRATEGIES DISORGANISATION HELPLESSNESS REFUSAL TO COOPERATE NOT SETTLING BUT FLITTING BETWEEN ACTIVITIES DISTRACTED BY OTHERS STARTING BUT NOT FINISHING SET WORK QUIET DISENGAGEMENT Section 2: DEALING WITH DISRUPTION POSITIVE ATTENTION and SELF-CONTROL IMPULSE CONTROL PUSHING OR POKING OTHER CHILDREN FIDGETING, HUMMING AND OTHER NOISES ATTENTION-SEEKING SILLINESS FREQUENT INTERRUPTIONS OVER-THE-TOP BEHAVIOUR OUTRIGHT DEFIANCE RUDENESS Section 3: SOCIAL INTERACTIONS NOT TAKING TURNS OR SHARING BOSSINESS - PUSHING IN - WANTING TO BE FIRST FIGHTING BULLYING AND INTIMIDATION STEALING LYING AND BLAMING OTHERS CHEATING TRYING TO BUY FRIENDSHIP EVERYONE IS AGAINST ME Section 4: EMOTIONAL DISTRESS UNPROVOKED AGGRESSION TANTRUMS DISTRESS/TANTRUMS/CLINGING WHEN A PARENT LEAVES THEIR CHILD IN CLASS DESTRUCTIVE BEHAVIOUR (OWN WORK) DESTRUCTIVE BEHAVIOUR (OTHER PEOPLE'S WORK AND POSSESSIONS) HIGH LEVELS OF ANXIETY SELECTIVE MUTISM DISENGAGEMENT NEGATIVITY Section 5: BEHAVIOURS OF SPECIAL CONCERN MONITORING TEACHER WELLBEING OBSESSIVE or RITUALISTIC BEHAVIOUR SEXUALLY EXPLICIT BEHAVIOUR SOILING (encopresis) AND SMEARING (scatolia) UNSAFE RISK TAKING RUNNING AWAY SELF-HARM CONFUSING REALITY AND FANTASY RESOURCES General Getting Things Done General Disruption Social Interactions Emotional Distress Special Concerns
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