Full Description
Developed in conjunction with practitioners and teachers, The Primary Behaviour Cookbook provides highly effective, practical strategies for responding to and resolving behavioural issues in primary classrooms.
Consisting of over forty 'recipes', the book's unique format enables practitioners to quickly and easily access information and advice on dealing with specific behaviours. Each 'recipe' details strategies and interventions for immediate application in the classroom setting, considers possible causes of the given behaviour and offers helpful approaches for responding to the child's needs in the longer term. From disengagement to impulsivity, attention-seeking, defiance, bullying, anxiety and aggression, the book's five sections cover a broad spectrum of behaviours falling within five broader categories:
Getting things done: supporting positive student engagement and achievement
Dealing with disruption: increasing motivation and skills to facilitate learning
Social interactions: resolving problematic situations that occur between pupils.
Emotional distress: understanding distress and developing coping strategies
Behaviours of special concern: recognising behaviours associated with autism, trauma, or abuse.
Underpinned by positive psychology, and emphasizing the importance of constructive relationships, communication, inclusion and child wellbeing, this is an indispensable resource for primary school teachers and assistants, behaviour support consultants, SENDCOs and educational psychologists.
Contents
TABLE OF CONTENTS
INTRODUCTION
THE OVEN: THE EMOTIONAL CLIMATE OF THE CLASSROOM
INGREDIENTS
ESSENTIAL MAIN INGREDIENT: POSITIVE TEACHER-PUPIL RELATIONSHIPS
SPECIAL INGREDIENTS - STARRED STRATEGIES
CONTENT
REFERENCES
Section 1: GETTING THINGS DONE
INATTENTION
AVOIDANCE STRATEGIES
DISORGANISATION
HELPLESSNESS
REFUSAL TO COOPERATE
NOT SETTLING BUT FLITTING BETWEEN ACTIVITIES
DISTRACTED BY OTHERS
STARTING BUT NOT FINISHING SET WORK
QUIET DISENGAGEMENT
Section 2: DEALING WITH DISRUPTION
POSITIVE ATTENTION and SELF-CONTROL
IMPULSE CONTROL
PUSHING OR POKING OTHER CHILDREN
FIDGETING, HUMMING AND OTHER NOISES
ATTENTION-SEEKING SILLINESS
FREQUENT INTERRUPTIONS
OVER-THE-TOP BEHAVIOUR
OUTRIGHT DEFIANCE
RUDENESS
Section 3: SOCIAL INTERACTIONS
NOT TAKING TURNS OR SHARING
BOSSINESS - PUSHING IN - WANTING TO BE FIRST
FIGHTING
BULLYING AND INTIMIDATION
STEALING
LYING AND BLAMING OTHERS
CHEATING
TRYING TO BUY FRIENDSHIP
EVERYONE IS AGAINST ME
Section 4: EMOTIONAL DISTRESS
UNPROVOKED AGGRESSION
TANTRUMS
DISTRESS/TANTRUMS/CLINGING WHEN A PARENT LEAVES THEIR CHILD IN CLASS DESTRUCTIVE BEHAVIOUR (OWN WORK)
DESTRUCTIVE BEHAVIOUR (OTHER PEOPLE'S WORK AND POSSESSIONS)
HIGH LEVELS OF ANXIETY
SELECTIVE MUTISM
DISENGAGEMENT
NEGATIVITY
Section 5: BEHAVIOURS OF SPECIAL CONCERN
MONITORING
TEACHER WELLBEING
OBSESSIVE or RITUALISTIC BEHAVIOUR
SEXUALLY EXPLICIT BEHAVIOUR
SOILING (encopresis) AND SMEARING (scatolia)
UNSAFE RISK TAKING
RUNNING AWAY
SELF-HARM
CONFUSING REALITY AND FANTASY
RESOURCES
General
Getting Things Done
General Disruption
Social Interactions
Emotional Distress
Special Concerns
