Essential Guides for Early Career Teachers : Understanding and Developing Positive Behaviour in Schools

An accessible, carefully researched, quick-read on developing positive behaviour for all early career teachers.

Detalles Bibliográficos
Clasificación:Libro Electrónico
Autor principal: Garton, Patrick
Otros Autores: Hollis, Emma
Formato: Electrónico eBook
Idioma:Inglés
Publicado: St Albans : Critical Publishing, 2020.
Colección:Essential Guides for Early Career Teachers.
Temas:
Problem children > Behavior modification.
Classroom management.
Behavior modification.
Classes (Éducation) > Conduite.
Modification du comportement.
Behavior modification
Classroom management
Problem children
Acceso en línea:Texto completo
Tabla de Contenidos:
  • Cover
  • Half-title
  • Series information
  • Title page
  • Copyright information
  • Table of contents
  • Meet the series editor
  • Foreword
  • Acknowledgements
  • Endorsements
  • Introduction
  • Chapter 1 Behaviour matters
  • What? (The big idea)
  • Setting the scene
  • What is behaviour management?
  • Making sense of the Teachers' Standards (2012)
  • Examining Teachers' Standard 7 in more detail
  • Recent and relevant documents to shape your thinking
  • Where should you focus your attention?
  • 1 Below the Radar: Low-level Disruption in the Country's Classrooms
  • 2 What Makes Great Teaching? Review of the Underpinning Research
  • 3 Getting the Simple Things Right: Charlie Taylor's Behaviour Checklists
  • 4 The Beginning Teacher's Behaviour Toolkit: A Summary
  • So what?
  • Now what?
  • What next?
  • Further reading
  • References
  • Chapter 2 Understanding how your behaviours influence the behaviour of others
  • What? (The big idea)
  • The only behaviour you can truly control is your own
  • So what?
  • What difference can this make?
  • Use of voice
  • Use of space
  • Use of body language and facial expressions
  • Developing authority as part of your teacher identity
  • Habitual responses
  • Now what?
  • What next?
  • Further reading
  • Chapter 3 Whole class systems, structures and routines
  • What? (The big idea)
  • The power of consistency
  • So what?
  • What difference can this make? The central importance of expectations
  • Persistent to get there
  • consistent to keep it there
  • The 'implementation dip'
  • Habits
  • Planning for positive behaviour
  • Seating plans
  • Getting off to a positive start
  • Planning for silence
  • Sanctions and rewards
  • Theories of punishment
  • Types of sanction
  • Rewards
  • The end of the lesson
  • Now what?
  • What next?
  • Further reading
  • References
  • Chapter 4 Behaviour management as part of the classroom environment
  • What? (The big idea)
  • Everything is connected
  • So what? What difference will this make?
  • Plans versus reality
  • Planning effective tasks
  • The words you use
  • Questioning
  • 1 Choral responses
  • 2 No hands/cold calling
  • 3 Allow thinking and/or writing time before collecting answers
  • 4 Think, pair, share
  • Other factors to consider with questioning
  • So what?
  • Now what?
  • What next?
  • Further reading

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