Introduction; Part One: Structure and Content; 1. Starting; 2. Ending; 3. Pacing; 4. Homework; 5. Differentiation; 6. Creative teaching; Part Two: Crowd Control; 1. Setting Boundaries; 2. The Sliding Scale of Intervention; 3. The Calming Voice; 4. Empathy; 5. Congruence; 6. The language of Choice; 7. Teacher Expectation; 8. Communication Issues; 9. Ignoring; 10. Distraction; 11. Consistency. 12. Class Rules; 13. Labelling Pupils; 14. Following Up; 15. Giving Them a Way Out; 16. Target setting; 17. Startings; 18. Endings; 19. Calling Out; 20. Wandering Around; 21. Attention seeking; 22. Roaming The Corridors; 23. Reintegration; 24. Fighting; 25. Withdrawn Pupils; 26. Girl Issues; 27. Boy Issues; 28. Dealing with Bullies; 29. Dealing with Victims; 30. Homework; 31. Not Speaking Out in Lessons; 32. Talking Too Much in Lessons; 33. Eating in Class; 34. Answering Back; 35. Mobile Phones; 36. Parents; 37. Collaborating with Other Staff; 38. Supporting One Another.
Louisa Leaman is a Behaviour Support Teacher in East London. She recently won first prize in the TES New Columnists' competition and now writes regularly for the TES.
Article written by Louisa Leaman in Education and Health Vol.23
No.4 2005, mentions the book.
'A brilliant "how to" book that suggests solutions to some very real problem situations....It is full of practical, digestible straightforward, experienced, non-ambiguous advice that, with application can transform difficult situations into positive and managed learning for all.' Len Parkyn, The Teacher, December 2006
'...It would be especially useful for a new teacher and many will welcome its matter-of-fact style.'--Sanford Lakoff "Times Educational Supplement "
'...upbeat, practical, jargon-free and humourous...the perfect classroom assistant.'--Sanford Lakoff "Education Today "
'The subtitle states exactly what its sets out to do and it does just that - which is...its strength, if you need a synopsis of good practice and reasoned thought based upon experience...it is a very good text that offers teachers and student teachers sound advice and some novel ways of look at classroom management...In summary, this is a good staffroom book and one that can be read easily by students and NQTs or someone thinking it is time to revisit areas they need to evaluate in their classroom teaching.' Dr Chris Lee, Special!, January 2007--Sanford Lakoff