The issue of behaviour has, and always will be, a main dilemma facing schools. Encouraging positive relationships whilst preventing disruption, and motivating students to learn, raises concerns for any teacher.
This fully updated second edition of Teaching without Disruption in the Primary School offers a comprehensive and constructive approach to developing effective behaviour management. Packed full of tasks, case studies, and research-based guidance, this extremely practical book reflects high quality behaviour management training and is crucially informed by empirical evidence on exactly what works in classrooms and schools.
Containing two brand new chapters - one on the importance of theory in developing effective behaviour management, and the other detailing a toolkit for constructing effective classroom management plans - the book presents a model for developing:
Roland Chaplain has used this programme to successfully teach behaviour management techniques to thousands of PGCE trainees at the University of Cambridge, UK. Underpinned by contemporary educational, psychological and neuroscientific research, this book offers a progressively focused behaviour management model which will appeal to all teachers and teacher trainees, as well as to those who train them.
‘Roland’s expertise in managing pupil behaviour, as reflected in Teaching Without Disruption in the Primary School, supports teachers at all stages of their careers, from trainees to experienced senior teachers’ - Amy Arnold, Headteacher, Barnham CEVC Primary School, Suffolk, UK
‘Teaching without Disruption in the Primary School is by far the most comprehensive guide to doing just that. The book not only offers practical advice but also the background as to why the suggestions could be successful. Roland’s simple and comprehensive advice has worked wonders with staff and pupils alike’ - Bernadette White, Assistant Headteacher, Donhead School, Wimbledon, UK
Chapter 1 Theory, research and behaviour management
Chapter 2 Stress, coping and teacher well-being
Chapter 3 Teacher thinking and pupil behaviour
Chapter 4 Professional social skills: controlling social communication
Chapter 5 Whole school influences on behaviour management
Chapter 6 Leadership and positive behaviour
Chapter 7 Classroom climate: the physical and socio-psychological environment.
Chapter 8 Classroom structures: the role of rules, routines and rituals in behaviour management
Chapter 9 Managing Difficult Behaviour
Chapter 10 Classroom management planning