Behaviour for Learning

Description

Behaviour for Learning offers teachers a clear conceptual framework for making sense of the many behaviour management strategies on offer, allowing them to make a critical assessment about their appropriateness and effectiveness in the classroom.

Teachers need to be asking themselves the question "How can I improve a child’s learning?" rather than "How can I get them to behave?" The authors present a unique focus on the relationships which underpin learning, placing an emphasis on the development of ‘learning behaviours’, and endorses OFSTED’s view that it is essential to evaluate the efficacy of behaviour management against progress in learning.

Essentially, this book will help teachers:

• decide what strategy is best for individuals in their classroom
• be aware of the evidence / theoretical base that underpins that strategy use
• be able to evaluate the effectiveness of that strategy.

Located within emerging agendas for improved individual holistic outcomes and increased partnership working, this book seeks to synthesise the practical with the theoretical.

Authoritative and timely, Behaviour for Learning is compelling reading for all trainees and practicing teachers, CPD coordinators and other professionals working with challenging pupils.

Reviews

'The book is essential reading for all training and practicing teachers and other professionals working with challenging pupils…This is an excellent book that links learning and behaviour, via the term "learning behaviour". The use of this term seeks to demonstrate that promoting learning and managing behaviour should not been seen as separate issues.' - Ralph Surman, Deputy Head, Contrell Primary School, Nottingham

Contents

Acknowledgements Introduction 1. The role of policy in influencing thinking 2. Behaviour guidance and policy 3. Reframing behaviour management 4. Learning behaviours 5. Relationships for learning 6. Relationship with curriculum 7. Relationship with self and relationship with others 8. Behaviour policies and learning behaviour 9. Promoting learning behaviours in your classroom: Context and Conditions 10. Positive Correction: Protecting Relationships 11. Dealing with more challenging behaviour 12. Reframing Special Educational Needs 13. Transitions Conclusion

Author Bio

Simon Ellis is a Senior Lecturer in the Faculty of Education at Canterbury Christ Church University. He has previously worked as a Key Stage 3 National Strategy Behaviour and Attendance Consultant and a local authority Behaviour Support Service Manager.

Janet Tod is a Professor of Education and Head of Educational Research at Canterbury Christ Church University. She is a qualified speech therapist and a British Psychological Society (BPS) chartered educational and clinical psychologist.

Related Subjects

1. Classroom Practice
2. Behavioural Management
3. Education Studies