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.
Saved in:
| Online Access: |
Full Text (via ProQuest) |
|---|---|
| Main Author: | |
| Other Authors: | |
| Format: | eBook |
| Language: | English |
| Published: |
St Albans :
Critical Publishing,
2020.
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| Series: | Essential Guides for Early Career Teachers.
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| Subjects: |
MARC
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| 100 | 1 | |a Garton, Patrick. | |
| 245 | 1 | 0 | |a Essential Guides for Early Career Teachers : |b Understanding and Developing Positive Behaviour in Schools. |
| 260 | |a St Albans : |b Critical Publishing, |c 2020. | ||
| 300 | |a 1 online resource (120 p.) | ||
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| 490 | 1 | |a Essential Guides for Early Career Teachers. | |
| 500 | |a Description based upon print version of record. | ||
| 505 | 0 | |a 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. | |
| 505 | 8 | |a 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. | |
| 505 | 8 | |a 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. | |
| 505 | 8 | |a 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. | |
| 504 | |a References -- Chapter 5 Understanding individuals -- What? The big idea -- One class but many individuals -- So what? -- The Hidden Lives of Learners -- Factors that drive and determine human behaviour -- Motivation -- Individuals with particular challenges -- Conversations with individuals -- Public conversations -- Private conversations -- Five common patterns of behaviour and suggested strategies -- Pupils with special educational needs and disabilities -- The four areas of need -- Final top tips for working with individuals -- So what? -- Now what? -- What next? -- Further reading. | ||
| 504 | |a References. | ||
| 520 | |a An accessible, carefully researched, quick-read on developing positive behaviour for all early career teachers. | ||
| 650 | 0 | |a Problem children |x Behavior modification. | |
| 650 | 0 | |a Classroom management. | |
| 650 | 0 | |a Behavior modification. | |
| 650 | 7 | |a Behavior modification. |2 fast |0 (OCoLC)fst00829918. | |
| 650 | 7 | |a Classroom management. |2 fast |0 (OCoLC)fst00863730. | |
| 650 | 7 | |a Problem children. |2 fast |0 (OCoLC)fst01077832. | |
| 700 | 1 | |a Hollis, Emma. | |
| 776 | 0 | 8 | |i Print version: |a Garton, Patrick |t Essential Guides for Early Career Teachers: Understanding and Developing Positive Behaviour in Schools |d St Albans : Critical Publishing,c2020 |z 9781913453091. |
| 830 | 0 | |a Essential Guides for Early Career Teachers. | |
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