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Informationen zum Autor David Armstrong is currently Lecturer in Teacher Education (Special Education) at Flinders University, South Australia. Julian Elliott is Principal of Collingwood College and Professor of Education at Durham University. Fiona Hallett is a Reader in Education at Edge Hill University, Ormskirk. Graham Hallett is a Senior Lecturer in Inclusion/SEND at the University of Cumbria. Klappentext Understanding Child and Adolescent Behaviour in the Classroom is a vital guide for pre-service and in-service teachers! providing the tools to respond effectively and ethically to child and adolescent behaviour that is of concern. In this innovative book! expert authors offer 'positive rules' that will assist educators in their classroom practice. Key practical issues that are addressed include: . Building a purposeful and emotionally and psychologically positive classroom culture . Recognising and responding to children who present with social! emotional and behavioural difficulties (SEBD/EBD) . Using research to inform and enrich classroom practice around student conduct . Working collegially to respond to the social! emotional and/or behavioural needs of individual students! including those needs associated with poor mental health and/or child protection Cutting-edge research from psychology! behavioural science and education is accessibly presented to help develop professional expertise and knowledge in the area of child and adolescent behaviour. Zusammenfassung Understanding Child and Adolescent Behaviour in the Classroom is a vital guide for pre-service and in-service teachers! providing the tools to respond effectively and ethically to child and adolescent behaviour that is of concern. In this innovative book! expert authors offer 'positive rules' that will assist educators in their classroom practice. Inhaltsverzeichnis Introduction: positive rules for your life as a teacher; 1. Promoting positive behaviour in the classroom; 2. Theory: scaffolds for understanding the behaviour of children and young people; 3. 'Thinking it through': responding to children who present with SEBD; 4. Wider contexts: the role of assessment, working with allied professionals and policy; 5. Teacher expertise; 6. Research-informed teaching: questioning 'rules for living' in schools; 7. Putting teachers in the picture: teacher behaviour and wellbeing; Conclusion: principles to guide practice in the classroom....
