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The Primary Behaviour Cookbook
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Table of 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

About the Author

Sue Roffey has been a teacher, educational psychologist and an academic. She is now an Honorary Associate Professor at University of Exeter, and Adjunct Associate Professor Western Sydney University, Australia. She is also Director of Growing Great Schools Worldwide.

Reviews

"This is an immediately accessible book for busy primary school teachers, covering a wide range of behaviour and welfare issues that teachers face daily. The advice and strategies, are realistically enabling and are based in sound psychology as well as teachers' real experiences. This is a book that enables solution-based approaches to behaviour concerns and challenges, at every level in a school. I commend this book to our busy colleagues in our profession to support respectful, humane and positive behaviour in schools."


Dr Bill Rogers, Fellow: Australian College of Education; Honorary Life Fellow: Trinity Leeds University and Honorary Fellow at the Graduate School of Education, Melbourne University.

"Wow! This must-read book gives practical solutions for common behaviour challenges that are faced by teachers. It is the ideal resource that teachers are looking for! Full of very workable ideas to support teachers, as they nurture good relationships and ensure a climate for learning that unleashes each pupil's potential." Dr Neil Hawkes, founder of Values-based Education (VbE) and former primary school headteacher, UK

"Dr Roffey brings all of her considerable experience to these practical and powerful toolkits for classroom teachers. Her practical experience as a classroom teacher of students with special education needs, and subsequent work as an education psychologist and socio-emotional learning program developer and trainer enables her to produce resources that speak directly to the challenges faced by classroom teachers."

Denise Quinlan, Positive Psychology News

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