Teaching Without Disruption in the Primary School

Teaching Without Disruption in the Primary School offers a framework, underpinned by contemporary education, psychology and neuroscience research, for progressively focused behaviour management: It will support teachers as they establish and maintain authority in the classroom and then move to developing pupil self-control. It covers verbal and non-verbal skills, classroom environment, whole school issues, and dealing with challenging pupils. With new chapters - offering a toolkit for developing a behaviour planning roadmap - the second edition also includes case studies, tasks, guidance for undertaking your own research, and specific links to the new behaviour management training requirements.

Auteur

Roland Chaplain is a chartered psychologist, educational consultant and behaviour management specialist in the Faculty of Education, University of Cambridge, UK. He has experience as a teacher, head teacher and senior lecturer in Psychology.

Résumé
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:effective behaviour management at the individual pupil, classroom and whole school levelprofessional social skills, assertiveness and coping strategies understanding of how teachers´ thinking and behaviour can unwittingly affect pupil behavioura roadmap for establishing and maintaining authority pupils´ self-control and social competence using a cognitive-behavioural approachan appreciation of the value of adopting a research-based approach to behaviour management.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.

Contenu

Acknowledgements

Preface

Introduction

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

Bibliography

Index