Table of Contents

Introduction






Where are we now and how have we got here in respect to young people and their behaviour

How to talk to young people

Understanding self

The emotionally intelligent classroom

Emotionally intelligent relationships

Changing behaviour

Support staff and SEN

Developing your own leadership style



Conclusion



References



Index

Promotional Information

he book is useful as it is written in quite a readable style and presents cases for consideration, so it isn't completely theory based. Also it asks my students to consider something they may not have thought about previously as they have largely been successful within the education system to be on the course. -- Linda Carswell, University of Birmingham I liked the way the book was written in a focused manner and the way it challenged the reader to take time to think and answer questions as they read - It has the potential to impact teacher thinking and actions. -- Clare Morrish, Bath Spa University

About the Author

Victor Allen is a freelance educational consultant who focuses on behaviour and leadership issues, advising on improving all aspects of emotional intelligence with both students and staff. Previously, he had a successful career within the business sector developing teams and leaders, and was an advisor for youth authorities working with persistent young offenders. He is involved in training teachers at the University of Northampton, mentoring Newly Qualified Teachers in a variety of schools and runs European training events on leadership, emotional intelligence and special needs within mainstream schools. He is a regular contributor to tespro (TES) on behaviour issues and in his spare time works with a semi-professional football team helping with the emotional aspects of the game.

Reviews

Thank you for sending me a copy of this most excellent text which I have recommended to Secondary PGCE students at BGU. I consider the text to be a useful guide to developing a sound understaninf of behaviour for learning. I have also added the book to reading lists for MA and postgraduate students working within our school of Professional Development. We have a range of modules related to professional practice and this text applies theoretical nuance to practical recognition. In addition to this, the focus on emotional intelligence is a timely balance to policy directives on 'discipline' and enables students to develop a more critical position in their analysis. Anecdotally, my daughter, who is Head of Drama at an outstanding school in London has also read the book with great interest and passed it to colleagues within the school. In short, this book has received excellent endorsements from classroom and university practitioners and I have no hesitation in highly recommending the work in a variety of educational context.
*Yvonne Hill, Bishop Grossteste University*