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Supporting behaviour by building resilience and emotional intelligence : a guide for classroom teachers /
For all trainees and teachers, this handy guide provides an understanding of and strategies for building resilience and emotional intelligence to improve classroom behaviour, promote stress-free teaching and so enhance learning.
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
St Albans :
Critical Publishing,
2018.
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| Edición: | Second edition. |
| Colección: | Critical Teaching
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| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- Cover; Half-title; Title page; Copyright information; Table of contents; Dedication; Endorsement; Meet the author; Introduction; 1 Where are we now and how have we got here?; Understanding the culture; Challenging behaviour; Setting the scene; Ongoing perceptions; Justifying an opposition to learning; More recent recognition; Firmer discipline?; Begin at the beginning; Childhood play; Learning through play; Changes in childhood play; Play in the twenty-first century; Further effects of new technologies on the developing brain; The focus on academic development; Emotional intelligence
- What is emotional intelligence?Government awareness; One size doesn't fit all; Current focus; Reality check; Young people, adolescence and independence; Your students' development in relation to the competencies; Adult assistance; Your advice to students; Wider issues; Critical reflection; What is reflection?; The impact of your own experiences; Taking it further; References; 2 Young people and behaviour; Introduction; The contextual environment; Brain development; Evolution; Fight or flight; Flock or freeze; Examining the basic instincts within the classroom; Fight; Flight; Freeze; Flock
- Brain development of young peopleIn the classroom; How should we respond?; The additional challenge; There will always be a minority; Back to your five questions; Next steps; Taking it further; References; 3 Understanding self; Introduction; Reflection; What is your own personal vision or philosophy of life?; The importance of a good foundation; Are you inspiring?; Understanding reactions; Psychometric profiling; MBTI®; How do you think and process information?; Different personalities in the classroom; Extroversion (E); Attitude; Introversion (I)
- Highlighting the differences in the classroomHighlighting the differences in working life; Next steps; Taking it further; References; 4 The emotionally intelligent classroom; Introduction; Cognitive and environmental psychology; Behaviour; Needs; Information; Model (comprehensibility); What are we going to do today?; Posters; Colours; Music; Welcome and getting the lesson started; Manageability; Your confidence; They are teachable; Continue to monitor their belief; Their brain, not yours; Meaningfulness; Is this relevant to me?; Responsibility; Mental gymnasium using mathematics
- Developing the mental muscleBrain development in teenagers; Unlocking potential; Taking it further; References; 5 The right BASE; Introduction; Belonging (relatedness); Autonomy; Classroom climate; Method; Self-esteem (social and emotional competence); Building a community; Building self-worth; Taking it further; References; 6 Emotionally intelligent relationships; Introduction; Detentions; Building a relationship: a sense of belonging; Body language and tone of voice; Consistency of approach; Positioning; Those who find it hard to settle; Behaviour indicators; The body of the lesson