Understanding child and adolescent behaviour in the classroom: research and practice for teachers
Gespeichert in:
| Hauptverfasser: | , , , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Port Melbourne, VIC, Australia
Cambridge University Press
2016
|
| Schlagworte: | |
| Online-Zugang: | Contributor biographical information Publisher description Table of contents only Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references (pages 143-159) and index |
| Beschreibung: | xii, 166 pages illustrations 25 cm |
| ISBN: | 9781107439726 1107439728 |
Internformat
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| 245 | 1 | 0 | |a Understanding child and adolescent behaviour in the classroom |b research and practice for teachers |c David Armstrong, Julian Elliott, Fiona Hallett, Graham Hallett |
| 264 | 1 | |a Port Melbourne, VIC, Australia |b Cambridge University Press |c 2016 | |
| 300 | |a xii, 166 pages |b illustrations |c 25 cm | ||
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Datensatz im Suchindex
| _version_ | 1804176137372303360 |
|---|---|
| adam_text | Contents
About the authors xi
Introduction: embracing positive rules as a teacher 1
David Armstrong
Who is this book for? 2
Why is this book relevant? 3
Why is behaviour in schools and in classrooms relevant? 3
The conduct of children and teachers, and social justice 4
How do we define behaviour? 5
Alternative views of behaviour for educators 7
Where does research fit into child and adolescent behaviour? 8
Enabling positive behaviour in the classroom 11
Conclusion 12
Reflective questions 12
Chapter 1 Promoting positive behaviour in the classroom 13
Fiona Hallett and Graham Hallett
Introduction 13
Labelling 14
Dilemmas of difference 15
Theoretical perspectives 17
Creating a classroom that promotes behaviour for learning 19
Conclusion 23
Reflective questions 24
Chapter 2 Using theory for understanding behaviour 25
Fiona Hallett
Introduction 25
Part 1 : ways to understand behaviour 25
Theoretical perspectives on students conduct 27
Part 2: theory in action 30
Conclusion 37
Reflective questions 37
Chapter 3 Responding to children who present with SEBD 38
David Armstrong
Introduction 38
Children affected by SEBD: five illustrative vignettes 39
The limits of thinking about behaviour as bad or as good 41
Defining SEBD 43
Understanding children s behaviour beyond the educational setting 46
The complicated role of family and a child s conduct 48
Dilemmas and tensions inherent in family involvement 51
Protecting vulnerable children or young people with SEBD 52
Student conduct and educator welfare 53
Children with SEBD and unmet academic needs 55
Recognising the limits of an educator s influence 57
SEBD and mental-health needs in children and young people 58
Supporting children who attend specialist mental-health services 58
Conclusion 60
Reflective questions 61
Appendix 61
Chapter 4 Behavioural assessment, working with allied professionals
and policy 63
David Armstrong and Julian Elliott
Introduction 63
Essential issues for teachers when assessing conduct 63
Response to intervention (RTI) and the major educational frameworks 64
Challenges and opportunities in understanding students
educational needs 67
Standardised tests: comparing apples with apples in assessing ability 69
Ability, intelligence and challenging behaviour: the role of unmet needs 71
Core capacities and their implications for teaching and for effective learning 72
Do we need to be an expert teacher to help children to improve
their core capacities? 73
Adversity, undeveloped core capacities and children at risk of SEBD 75
Specialist assessment 76
Confidentiality and assessment 77
Organising a referral for specialist assessment 78
Specialist (or diagnostic) assessment 79
The specialist assessment event 80
Multiprofessional practice: challenges and possible solutions 83
Recommendations for safeguarding vulnerable children 84
Conclusion 85
Reflective questions 85
Chapter 5 Teacher expertise 87
Julian Elliott
Introduction 87
The nature of teacher authority 89
Key teaching skills for preventing problem behaviour 91
The importance of nonverbal behaviour in demonstrating
teacher authority 93
Conclusion 97
Reflective questions 98
Chapter 6 Research-informed teaching and Tules for living in schools 99
David Armstrong
Introduction 99
Part 1: understanding, selecting and conducting research,
and measuring its practical value 99
Part 2: research-supported interventions that help students
change their conduct 107
Conclusion 120
Reflective questions 121
Chapter 7 Teacher behaviour and wellbeing 123
Fiona Hallettand Graham Hallett
Introduction 123
Defining emotional intelligence 124
Givens 125
Triggers 127
Thresholds 128
Strategies to enhance teacher wellbeing 130
From explicit techniques to tacit understanding 132
Conclusion 135
Ref I ect i ve q u est i o n s 136
Conclusion: guiding principles for classroom practice 137
David Armstrong
Principles to guide practice 140
Reflective questions 141
References 143
index 161
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| spelling | Armstrong, David Verfasser (DE-588)104781174X aut Understanding child and adolescent behaviour in the classroom research and practice for teachers David Armstrong, Julian Elliott, Fiona Hallett, Graham Hallett Port Melbourne, VIC, Australia Cambridge University Press 2016 xii, 166 pages illustrations 25 cm txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references (pages 143-159) and index Classroom management Behavior modification Jugend (DE-588)4028859-6 gnd rswk-swf Sozialverhalten (DE-588)4055903-8 gnd rswk-swf Beurteilung (DE-588)4132339-7 gnd rswk-swf Kind (DE-588)4030550-8 gnd rswk-swf Sozialverhalten (DE-588)4055903-8 s Beurteilung (DE-588)4132339-7 s Kind (DE-588)4030550-8 s Jugend (DE-588)4028859-6 s DE-604 Elliott, Julian 1955- Verfasser (DE-588)1051603994 aut Hallett, Fiona Verfasser aut Hallett, Graham Verfasser (DE-588)170561321 aut http://www.loc.gov/catdir/enhancements/fy1607/2015462439-b.html Contributor biographical information http://www.loc.gov/catdir/enhancements/fy1607/2015462439-d.html Publisher description http://www.loc.gov/catdir/enhancements/fy1607/2015462439-t.html Table of contents only Digitalisierung UB Bamberg - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=028918198&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Armstrong, David Elliott, Julian 1955- Hallett, Fiona Hallett, Graham Understanding child and adolescent behaviour in the classroom research and practice for teachers Classroom management Behavior modification Jugend (DE-588)4028859-6 gnd Sozialverhalten (DE-588)4055903-8 gnd Beurteilung (DE-588)4132339-7 gnd Kind (DE-588)4030550-8 gnd |
| subject_GND | (DE-588)4028859-6 (DE-588)4055903-8 (DE-588)4132339-7 (DE-588)4030550-8 |
| title | Understanding child and adolescent behaviour in the classroom research and practice for teachers |
| title_auth | Understanding child and adolescent behaviour in the classroom research and practice for teachers |
| title_exact_search | Understanding child and adolescent behaviour in the classroom research and practice for teachers |
| title_full | Understanding child and adolescent behaviour in the classroom research and practice for teachers David Armstrong, Julian Elliott, Fiona Hallett, Graham Hallett |
| title_fullStr | Understanding child and adolescent behaviour in the classroom research and practice for teachers David Armstrong, Julian Elliott, Fiona Hallett, Graham Hallett |
| title_full_unstemmed | Understanding child and adolescent behaviour in the classroom research and practice for teachers David Armstrong, Julian Elliott, Fiona Hallett, Graham Hallett |
| title_short | Understanding child and adolescent behaviour in the classroom |
| title_sort | understanding child and adolescent behaviour in the classroom research and practice for teachers |
| title_sub | research and practice for teachers |
| topic | Classroom management Behavior modification Jugend (DE-588)4028859-6 gnd Sozialverhalten (DE-588)4055903-8 gnd Beurteilung (DE-588)4132339-7 gnd Kind (DE-588)4030550-8 gnd |
| topic_facet | Classroom management Behavior modification Jugend Sozialverhalten Beurteilung Kind |
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