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Read e-book online Better Behaviour in Classrooms: A Framework for Inclusive PDF

By Kay Mathieson

This entire INSET direction for faculties indicates academics how you can enhance behaviour within the school room. It offers help, information and data to facilitate the application of confident behaviour administration techniques. The authors have produced photocopiable assets and coaching fabrics to be used with employees teams or contributors, and the fabrics were constructed to be used with either validated and newly certified employees, acceptable to basic and secondary settings. Drawing on their adventure of facing kid's emotional and behavioural problems and their paintings in mainstream faculties, the authors discover the behavioural concerns that problem lecturers day-by-day and speak about how academics can meet those demanding situations.  

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Extra info for Better Behaviour in Classrooms: A Framework for Inclusive Behaviour Management

Example text

Learning of any curriculum area is often a rocky path which is even more pronounced for the behavioural curriculum. In considering what support is available, we need also to think about our own personal support systems. We previously identified times of the school year, which we found more difficult. These are the times when we will be significantly challenged by the behaviour of others. They are therefore also the times when we need to increase our stress-busting activities, whatever they may be, more exercise, talk, music etc.

As teachers giving positive feedback of progress and achievement is one of our most powerful tools.

As a profession we need to resist the temptation to meet today’s problems with yesterday’s solutions. To objectively decide on our individual definition of the role of the teacher, we need to be sufficiently self-aware to be able to own up to our motivation for becoming teachers. We need to base our professionalism on increasing our selfawareness and developing our communication skills to enable us to enhance the learning of the pupils we teach. The first test of our professionalism is to be challenged with the question of what is the major purpose of the job of teaching.

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