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Better Behaviour in Classrooms A Framework for Inclusive Behaviour Management 1st Edition by Kay Mathieson ISBN 0415253411 9780415253413

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Better Behaviour in Classrooms A Framework for Inclusive Behaviour Management Kay Mathieson Digital Instant Download

Author(s): Kay Mathieson
ISBN(s): 9780415253413, 0415253411
Edition: Spi
File Details: PDF, 1.20 MB
Year: 2002
Language: english
SKU: EB-1693452 Category: Tag:

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ISBN 10: 0415253411 
ISBN 13: 9780415253413
Author: Kay Mathieson

This complete INSET course for schools shows teachers how to improve behaviour in the classroom. It provides support, guidance and information to facilitate the application of positive behaviour management approaches. The authors have produced photocopiable resources and training materials for use with staff groups or individuals, and the materials have been developed for use with both established and newly qualified staff, appropriate to primary and secondary settings. Drawing on their experience of dealing with children’s emotional and behavioural difficulties and their work in mainstream schools, the authors explore the behavioural issues that challenge teachers daily and discuss how teachers can meet these challenges.

Better Behaviour in Classrooms A Framework for Inclusive Behaviour Management 1st Table of contents:

1: Communicating with the emotional brain

  • The three-part (triune) brain

  • The basic (reptilian) brain

  • The limbic system (emotional brain)

2: From policy to practice – Consensus behaviour management within the institution

  • Hard and soft issues

  • The behavioural culture

  • Engaging the neighbourhood

  • Engaging the pupil culture

  • Engaging the institution

3: The Big Picture – Behavioural patterns in the academic year

  • Establishing the behaviour action plan

  • An early warning system

  • The effect of teacher behaviour

4: Consensus-driven behaviour planning within the classroom

5: Behaviour – taught not caught, making the message clear

  • Managing adults in the classroom

6: Managing the emotional environment in the classroom

  • The classroom community

  • Levels of control

  • Identifying realistic behavioural expectations

  • The teacher–pupil relationship

  • Preparing for the establishment phase

7: Managing the physical environment in the classroom

  • Displays

  • Furniture

8: The reflective practitioner – Considering the whole class environment

  • Effect of teacher behaviour

  • Personal knowledge of our own behaviour

  • Personal knowledge of pupil behaviour

  • Individual baseline

  • Identifying what works

  • Building a hypothesis

  • Will general class strategies be enough?

  • Acknowledging success

  • Mobilising support

  • Personal support systems

9: Consolidation phase – Considering behaviour from the pupil’s perspective

  • The role of the teacher

  • Routines, patterns and triggers

  • Target setting, sharing concern, case conferencing

  • Using a baseline

  • The sharing process

  • Reframing the aspirations, boundaries, entitlements and consequences

  • Variety of ways of acknowledging progress

  • Dangerous times

10: Transitions – Identifying areas of increased concern

  • Blitzing

  • Transitional phase – a pupil’s perspective

  • Bridging the changes to the next class/year group/school

11: Planning spirit lifters – Incentives for good behaviour

  • A caveat

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Tags: Kay Mathieson, Better Behaviour, Classrooms, Inclusive Behaviour