Promoting Behaviour for Learning in the Classroom
Effective strategies, personal style and professionalism
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Promoting Behaviour for Learning in the Classroom offers essential support to help you develop capacity and confidence in managing behaviour in the group setting of the classroom.
It provides a concise analysis of established behaviour management strategies, recognising that no single approach will work for all pupils and that central to effective practice is an understanding of the different personal attributes and experiences teachers and pupils bring to the classroom
Illustrated by examples from the classroom, Promoting Behaviour for Learning in the Classroom uses the tried and tested ‘Behaviour for Learning’ framework to show how teachers’ expertise in promoting learning can be used to improve behaviour. Key issues considered include:
- Developing positive relationships in the classroom
- Understanding personal style and self-management
- Effective use of feedback and rewards
- Using positive correction and sanctions
- Working with school systems and frameworks for managing behaviour
- Individual differences and special educational needs
- Dealing with challenging behaviour
Written by experts in the field, Promoting Behaviour for Learning in the Classroom offers much-needed in-depth, realistic support and guidance to show teachers how to improve learning and behaviour in the group setting of the classrooms.
Table of Contents
1. Behaviour for Learning 2. Developing Relationships for Learning 3. Motivation for Learning and Behaviour: Applying the Behaviour for Learning Approach 4. Personal Style and Self-Management 5. School Systems and Frameworks for Managing Behaviour 6. Effective Use of Positive Feedback and Rewards 7. Effective Use of Positive Correction and Sanctions 8. Individual Differences and SEN 9. Dealing with More Challenging Behaviour 10. Professional Development, Reflection and Theory 11. Appendix Resource list of Learning Behaviours for the classroom
Simon Ellis is a Senior Lecturer at Canterbury Christ Church University, UK. He has previously worked as a Key Stage 3 national strategy behaviour and attendance consultant and local authority behaviour support service manager.
Janet Tod is Emeritus Professor of Education at Canterbury Christ Church University, UK. She is a British Psychological Society (BPS) chartered educational and clinical psychologist.