Teach to Inspire Better Behaviour

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Teach to Inspire Better Behaviour
Price£45.00
Phase: 
Primary
ISBN: 
978-1-906517-19-9
Published: 
Apr 2009

Introduction

Strategies for coping with aggressive, disruptive and unpredictable behaviour at school. Help empower all school staff to deal more effectively with aggressive, disruptive or unpredictable behaviours across the primary age ranges.

Teach to Inspire Better Behaviour offers strategies for teachers on how to improve behaviour in primary school – specifically aggressive, disruptive and unpredictable behaviour. It suggests focusing on areas such as the classroom environment and routine when tackling school behaviour development.

Benefits

The primary aims of this book are to:

  • Present new ways of thinking about existing problems in order to devise new solutions
  • Unpack some of the jargon associated with highly relevant educational, psychological and neurological theory into accessible language.

Summary of contents

Teach to Inspire Better Behaviour is aimed at mainstream schools seeking to take a fresh look at the possible causes for aggressive, disruptive and unpredictable behaviours and their impacts on social and emotional health. It provides both the theory and practice to cope with the ‘teenage toddler’, the young people we all face in our classrooms whose behaviour does not match their chronological age. The resource takes recent psychological and neurological theory and presents new ways of dealing with problem behaviours. It challenges the idea that ‘nurture’ is restricted to the early years and provides ways that adults can create a nurturing environment in which emotional wellbeing is recognised as essential for personal, social and emotional development throughout the school age group.

The resource consists of the following:

  • Background theories to understand ‘nurturing and wiring’ and what happens when things go wrong
  • Strategy chapters that provide a framework for helping children fill in the developmental gaps, so building healthier relationships and engaging with learning
  • Information on how to provide for the rest of the class whilst also working alongside difficult children
  • PowerPoint training materials with full facilitator notes as well as reflective tasks for staff training

The author focuses on the causes and impact of traumatic life events linked with different stages of neurological and psychological development, including separation, illness, bereavement, neglect, abuse and inadequate limit-setting in early childhood.

The key themes of the book are:

  • The need for classrooms in which basic emotional needs are met, in which all participants, adults and children, feel safe, self-motivated and free to focus on building healthy relationships and on teaching and learning
  • Acknowledgement of a significant and growing minority of children for whom traditional behaviour management strategies are not working
  • Scientific research into the psychological effects on the brain (and consequently on behaviour) of early developmental problems and childhood loss, trauma, abuse or illness
  • Consideration of the impact of disruptive behaviours on the needs of peers
  • The need for improved self-care among those working within schools
  • The delivery of tried-and-tested strategies at an accessible level, underpinned by attachment theory, into the hands of classroom practitioners who encounter both occasional extremes of behaviour and the on-going pressure of low-grade disruption

Chapter breakdown

Part One: Theory

  • Introduction
  • Chapter 1: What are Attachment Theory and Nurturing Strategies?
  • Chapter 2: Nurturing and Wiring… When Things Go Well
  • Chapter 3: Life On Red Alert… When Things Go Wrong, Part 1
  • Chapter 4: Repairing Relationships… When Things Go Wrong, Part 2
  • Chapter 5: Adapting Theory to the Classroom

Part Two: Developing Strategies

  • Introduction
  • Chapter 6: Where’s Teacher?
  • Chapter 7: Routines and Relaxation
  • Chapter 8: Permission to Fail
  • Chapter 9: Rewards and Sanctions

Part Three: Planning for Whole-class Nurture

  • Chapter 10: The Rest of the Class
  • Chapter 11: Teachers’ Needs are Special Too

Part Four: PowerPoint Presentation

Facilitator Notes

  • Section 1: Theory – Sessions A and B
  • Section 2: Developing Strategies – Sessions C and D
  • Section 3: Planning for Whole-class Nurture – Session E

Bibliography

Details

A4, printable from the CD-ROM or to copy from the A4 page, includes PowerPoint presentation

Delivery

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