Plans for Better Behaviour in the Primary School
Nonfiction, Reference & Language, Education & Teaching, Preschool & Kindergarten, Elementary
| Author: | Sue Roffey, Terry O'Reirdan | ISBN: | 9781136636745 |
| Publisher: | Taylor and Francis | Publication: | February 1, 2013 |
| Imprint: | David Fulton Publishers | Language: | English |
| Author: | Sue Roffey, Terry O'Reirdan |
| ISBN: | 9781136636745 |
| Publisher: | Taylor and Francis |
| Publication: | February 1, 2013 |
| Imprint: | David Fulton Publishers |
| Language: | English |
This work suggests strategies for working with children who can't settle down to work, who have angry outbursts, who demand constant attention or who display a whole range of challenging behaviours.
The book's special format allows the reader to look up the specific type of behaviour and see a range of tactics to help him or her deal with the situation in the short term, and then to consider what might be done in the longer term to prevent recurrence. No more ploughing through dense text - this is all at your fingertips.
By drawing on the good practice of many practioners and by looking at the most commonly experienced behavioural difficulties, the authors suggest approaches that really work. This is a behaviour handbook that should appeal to every teacher and teaching assistant and prove a useful resource for learning mentors, behaviour support staff and educational psychologists.
This work suggests strategies for working with children who can't settle down to work, who have angry outbursts, who demand constant attention or who display a whole range of challenging behaviours.
The book's special format allows the reader to look up the specific type of behaviour and see a range of tactics to help him or her deal with the situation in the short term, and then to consider what might be done in the longer term to prevent recurrence. No more ploughing through dense text - this is all at your fingertips.
By drawing on the good practice of many practioners and by looking at the most commonly experienced behavioural difficulties, the authors suggest approaches that really work. This is a behaviour handbook that should appeal to every teacher and teaching assistant and prove a useful resource for learning mentors, behaviour support staff and educational psychologists.
