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Dos and don'ts of behaviour management /
'If I was going into teaching now, I would want a handy, easily accessible booklet of dos and don'ts and possible strategies that I could employ. I would want it to be easy to understand and follow, and just as easy to put into practice. I would want to know that I could trust the strategi...
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
London ; New York :
Continuum,
©2009.
|
| Edición: | 2nd ed. |
| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 100 | 1 | |a Dunn, Roger. | |
| 245 | 1 | 0 | |a Dos and don'ts of behaviour management / |c Roger Dunn. |
| 246 | 3 | |a Dos and don'ts of behavior management | |
| 250 | |a 2nd ed. | ||
| 260 | |a London ; |a New York : |b Continuum, |c ©2009. | ||
| 300 | |a 1 online resource (vi, 179 pages) | ||
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| 505 | 0 | |a Introduction -- Making the decision -- The psychology of teaching -- The pro-active essentials of managing pupils. The six Ps ; Nothing succeeds like success ; The seating plan ; The lesson ; Be prepared to drive your lesson ; Coaching ; Marking ; Do not negatively label ; The use of praise ; The use of rewards ; PPA and more essential ingredients of a good lesson -- How to successfully build and maintain positive relationships with pupils. Respect and dignity ; No room for sarcasm ; Firm and fair ; Hand up: I was wrong! ; The disappointment card ; The positive use of humour, empathy and common sense ; Rules or expectations -- How to handle particularly challenging pupils. 'I' not 'you' ; The use of your body and the 90-second rule ; The 'classroom clown' ; The exit strategy ; Building the bridge ; Not 'did'? but 'why'? -- Build upon success rather than dwelling on failure ; The calm culture versus the shouting culture ; Keep your head! Stay calm when dealing with the 'bad' class ; When all else fails! ; Reading the signs -- Behaviour management at a glance. General strategies at a glance ; Possible actions and sanctions to use ; Avoiding confrontation -- The management of other situations. The role of the form tutor ; Bullying ; How to question pupils and how to tell when they are lying -- What to do if--. How to deal with a fight ; Verbal abuse to staff ; Physical assault on a member of staff -- A final word. | |
| 520 | |a 'If I was going into teaching now, I would want a handy, easily accessible booklet of dos and don'ts and possible strategies that I could employ. I would want it to be easy to understand and follow, and just as easy to put into practice. I would want to know that I could trust the strategies because they had been tried and tested in the most difficult of classrooms. I would also want a complete checklist of everything I needed to do before I even stepped into the classroom.' From the introduction. The down-to-earth introduction to Dos and Don'ts of Behaviour Management sets the tone for this u. | ||
| 588 | 0 | |a Print version record. | |
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| 776 | 0 | 8 | |i Print version: |a Dunn, Roger. |t Dos and don'ts of behaviour management. |b 2nd ed. |d London ; New York : Continuum, ©2009 |z 9780826493903 |w (DLC) 2008041367 |w (OCoLC)256534596 |
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