100 ideas for primary teachers :: supporting pupils with social, emotional and mental health difficulties /
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
London :
Bloomsbury Education,
2019.
|
| Schriftenreihe: | 100 ideas for teachers.
|
| Schlagworte: | |
| Online-Zugang: | DE-862 DE-863 |
| Beschreibung: | 1 online resource (1 volume) |
| ISBN: | 9781472961594 1472961595 |
Internformat
MARC
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| 100 | 1 | |a Howarth, Roy, |e author. |0 http://id.loc.gov/authorities/names/no2005048716 | |
| 245 | 1 | 0 | |a 100 ideas for primary teachers : |b supporting pupils with social, emotional and mental health difficulties / |c Roy Howarth. |
| 264 | 1 | |a London : |b Bloomsbury Education, |c 2019. | |
| 300 | |a 1 online resource (1 volume) | ||
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| 490 | 1 | |a 100 ideas for teachers | |
| 588 | 0 | |a Online resource; title from PDF title page (EBSCO, viewed June 11, 2019). | |
| 505 | 0 | |a Cover -- Title Page -- Contents -- Introduction -- How to use this book -- Part 1: Getting to know what it's all about -- 1 What does SEMH mean? -- 2 Aliens in your classroom -- 3 Categorising disruption -- 4 More serious incidents -- 5 When things get hot -- 6 OUT OF CONTROL -- Part 2: Looking at you -- 7 Enhance your confidence and gain skills -- 8 How empathetic are you? -- 9 Start and finish with a smile -- 10 Ask these questions -- 11 Getting a lesson going -- 12 Presenting yourself to the class -- 13 What's your style and does it work? -- 14 Be creative -- Part 3: Does your classroom work? -- 15 Starting the day -- 16 Do you have a seating plan? -- 17 Scanning the class -- 18 Understanding pupils' social groupings -- 19 Group dynamics -- 20 Lining up -- 21 Quality provision -- 22 Scanning to prevent disruption -- Part 4: Teaching assistants -- 23 Choosing TAs -- 24 The status of TAs -- 25 Managing TAs in the classroom -- 26 One-to-one communication -- 27 Working one-to-one with SEMH pupils -- 28 Working one-to-one outside the classroom -- 29 One-to-one behaviour reviews -- 30 Working one-to-one with older children -- Part 5: Work outside the classroom -- 31 Meeting the parents or carers -- 32 Education, health and care plans -- 33 Running an EHCP meeting -- 34 Meetings after serious incidents -- 35 Meeting parents at the gate -- Part 6: Extremely difficult behaviours -- 36 It's not always your fault -- 37 Learn from your mistakes -- 38 Poor academic self-image -- 39 Praise -- 40 Love or hate? -- 41 High-mobility activities -- 42 Are you predictable? -- 43 If punishment worked... -- 44 Triggers -- 45 It could be your fault -- 46 Take-up time -- Part 7: Keeping things calm -- 47 Entering the classroom -- 48 Achieving silence -- 49 Positive intervention -- 50 Preventative intervention -- 51 Drawing a red line intervention. | |
| 505 | 8 | |a 52 Marginal children who like creating trouble -- Part 8: Structures that stop things happening -- 53 Know your ABCs -- 54 Creating a behaviour expectation plan -- 55 Immediately after an incident -- 56 Creating class rules -- 57 Using class rules -- 58 Individual rewards -- 59 Class rewards -- Part 9: Triggers -- 60 Out of the blue -- 61 Calm words -- 62 Trigger kicks off -- 63 Keeping the class in check -- 64 What not to say -- 65 Be clear about the cause -- 66 There is hope -- Part 10: Coping with escalation -- 67 Escalation -- 68 Clear warnings of trouble -- 69 Raised voice vs shouting -- 70 How hard do you push? -- 71 Demand obedience -- 72 Get close -- 73 Physically prompt the child -- 74 Clear the classroom -- 75 No hesitation, no deviation -- 76 You are in a crisis -- 77 Back up -- 78 Mightier than the sword -- Part 11: Big time trouble -- crisis -- 79 Resist shouting -- 80 No threats, no ultimatums -- 81 Eyeball to eyeball! -- 82 Maybe a touch can quell the fire? -- 83 Distraction techniques -- 84 Calm insistence on just one behaviour -- 85 Safety first -- 86 Physically dangerous behaviour -- Part 12: Calming right down -- 87 De-escalating -- 88 Peace time -- 89 Release after de-escalation -- 90 Reparation -- 91 Safeguarding -- Part 13: If it's not working, analyse -- 92 Recording individual behaviours -- 93 Using your data -- 94 Is a particular child THAT difficult? -- 95 Sharing skills -- 96 Don't panic, learn -- 97 Be objective -- 98 Creative ideas -- 99 Clearing your head -- 100 Finding the balance -- Copyright Page. | |
| 650 | 0 | |a Problem children |x Education. |0 http://id.loc.gov/authorities/subjects/sh85107105 | |
| 650 | 0 | |a Behavior disorders in children. |0 http://id.loc.gov/authorities/subjects/sh86005717 | |
| 650 | 0 | |a Classroom management. |0 http://id.loc.gov/authorities/subjects/sh85026819 | |
| 650 | 0 | |a Behavior modification. |0 http://id.loc.gov/authorities/subjects/sh85012897 | |
| 650 | 2 | |a Behavior Therapy |0 https://id.nlm.nih.gov/mesh/D001521 | |
| 650 | 6 | |a Troubles du comportement chez l'enfant. | |
| 650 | 6 | |a Classes (Éducation) |x Conduite. | |
| 650 | 6 | |a Modification du comportement. | |
| 650 | 7 | |a EDUCATION |x Administration |x General. |2 bisacsh | |
| 650 | 7 | |a EDUCATION |x Organizations & Institutions. |2 bisacsh | |
| 650 | 7 | |a Behavior disorders in children |2 fast | |
| 650 | 7 | |a Behavior modification |2 fast | |
| 650 | 7 | |a Classroom management |2 fast | |
| 650 | 7 | |a Problem children |x Education |2 fast | |
| 758 | |i has work: |a 100 ideas for primary teachers (Text) |1 https://id.oclc.org/worldcat/entity/E39PCGBWxxcrHX4Xh9mQ3wF7pP |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
| 776 | 0 | 8 | |i Print version: |a Howarth, Roy. |t 100 Ideas for Primary Teachers: Supporting Pupils with Social, Emotional and Mental Health Difficulties. |d London : Bloomsbury Publishing Plc, ©2019 |
| 830 | 0 | |a 100 ideas for teachers. | |
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Datensatz im Suchindex
| DE-BY-FWS_katkey | ZDB-4-EDU-on1104209831 |
|---|---|
| _version_ | 1826942652636987392 |
| adam_text | |
| any_adam_object | |
| author | Howarth, Roy |
| author_GND | http://id.loc.gov/authorities/names/no2005048716 |
| author_facet | Howarth, Roy |
| author_role | aut |
| author_sort | Howarth, Roy |
| author_variant | r h rh |
| building | Verbundindex |
| bvnumber | localFWS |
| callnumber-first | L - Education |
| callnumber-label | LC4801 |
| callnumber-raw | LC4801 |
| callnumber-search | LC4801 |
| callnumber-sort | LC 44801 |
| callnumber-subject | LC - Social Aspects of Education |
| collection | ZDB-4-EDU |
| contents | Cover -- Title Page -- Contents -- Introduction -- How to use this book -- Part 1: Getting to know what it's all about -- 1 What does SEMH mean? -- 2 Aliens in your classroom -- 3 Categorising disruption -- 4 More serious incidents -- 5 When things get hot -- 6 OUT OF CONTROL -- Part 2: Looking at you -- 7 Enhance your confidence and gain skills -- 8 How empathetic are you? -- 9 Start and finish with a smile -- 10 Ask these questions -- 11 Getting a lesson going -- 12 Presenting yourself to the class -- 13 What's your style and does it work? -- 14 Be creative -- Part 3: Does your classroom work? -- 15 Starting the day -- 16 Do you have a seating plan? -- 17 Scanning the class -- 18 Understanding pupils' social groupings -- 19 Group dynamics -- 20 Lining up -- 21 Quality provision -- 22 Scanning to prevent disruption -- Part 4: Teaching assistants -- 23 Choosing TAs -- 24 The status of TAs -- 25 Managing TAs in the classroom -- 26 One-to-one communication -- 27 Working one-to-one with SEMH pupils -- 28 Working one-to-one outside the classroom -- 29 One-to-one behaviour reviews -- 30 Working one-to-one with older children -- Part 5: Work outside the classroom -- 31 Meeting the parents or carers -- 32 Education, health and care plans -- 33 Running an EHCP meeting -- 34 Meetings after serious incidents -- 35 Meeting parents at the gate -- Part 6: Extremely difficult behaviours -- 36 It's not always your fault -- 37 Learn from your mistakes -- 38 Poor academic self-image -- 39 Praise -- 40 Love or hate? -- 41 High-mobility activities -- 42 Are you predictable? -- 43 If punishment worked... -- 44 Triggers -- 45 It could be your fault -- 46 Take-up time -- Part 7: Keeping things calm -- 47 Entering the classroom -- 48 Achieving silence -- 49 Positive intervention -- 50 Preventative intervention -- 51 Drawing a red line intervention. 52 Marginal children who like creating trouble -- Part 8: Structures that stop things happening -- 53 Know your ABCs -- 54 Creating a behaviour expectation plan -- 55 Immediately after an incident -- 56 Creating class rules -- 57 Using class rules -- 58 Individual rewards -- 59 Class rewards -- Part 9: Triggers -- 60 Out of the blue -- 61 Calm words -- 62 Trigger kicks off -- 63 Keeping the class in check -- 64 What not to say -- 65 Be clear about the cause -- 66 There is hope -- Part 10: Coping with escalation -- 67 Escalation -- 68 Clear warnings of trouble -- 69 Raised voice vs shouting -- 70 How hard do you push? -- 71 Demand obedience -- 72 Get close -- 73 Physically prompt the child -- 74 Clear the classroom -- 75 No hesitation, no deviation -- 76 You are in a crisis -- 77 Back up -- 78 Mightier than the sword -- Part 11: Big time trouble -- crisis -- 79 Resist shouting -- 80 No threats, no ultimatums -- 81 Eyeball to eyeball! -- 82 Maybe a touch can quell the fire? -- 83 Distraction techniques -- 84 Calm insistence on just one behaviour -- 85 Safety first -- 86 Physically dangerous behaviour -- Part 12: Calming right down -- 87 De-escalating -- 88 Peace time -- 89 Release after de-escalation -- 90 Reparation -- 91 Safeguarding -- Part 13: If it's not working, analyse -- 92 Recording individual behaviours -- 93 Using your data -- 94 Is a particular child THAT difficult? -- 95 Sharing skills -- 96 Don't panic, learn -- 97 Be objective -- 98 Creative ideas -- 99 Clearing your head -- 100 Finding the balance -- Copyright Page. |
| ctrlnum | (OCoLC)1104209831 |
| dewey-full | 371.94 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 371 - Schools and their activities; special education |
| dewey-raw | 371.94 |
| dewey-search | 371.94 |
| dewey-sort | 3371.94 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| format | Electronic eBook |
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| id | ZDB-4-EDU-on1104209831 |
| illustrated | Not Illustrated |
| indexdate | 2025-03-18T14:31:25Z |
| institution | BVB |
| isbn | 9781472961594 1472961595 |
| language | English |
| oclc_num | 1104209831 |
| open_access_boolean | |
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| physical | 1 online resource (1 volume) |
| psigel | ZDB-4-EDU FWS_PDA_EDU ZDB-4-EDU |
| publishDate | 2019 |
| publishDateSearch | 2019 |
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| publisher | Bloomsbury Education, |
| record_format | marc |
| series | 100 ideas for teachers. |
| series2 | 100 ideas for teachers |
| spelling | Howarth, Roy, author. http://id.loc.gov/authorities/names/no2005048716 100 ideas for primary teachers : supporting pupils with social, emotional and mental health difficulties / Roy Howarth. London : Bloomsbury Education, 2019. 1 online resource (1 volume) text txt rdacontent computer c rdamedia online resource cr rdacarrier 100 ideas for teachers Online resource; title from PDF title page (EBSCO, viewed June 11, 2019). Cover -- Title Page -- Contents -- Introduction -- How to use this book -- Part 1: Getting to know what it's all about -- 1 What does SEMH mean? -- 2 Aliens in your classroom -- 3 Categorising disruption -- 4 More serious incidents -- 5 When things get hot -- 6 OUT OF CONTROL -- Part 2: Looking at you -- 7 Enhance your confidence and gain skills -- 8 How empathetic are you? -- 9 Start and finish with a smile -- 10 Ask these questions -- 11 Getting a lesson going -- 12 Presenting yourself to the class -- 13 What's your style and does it work? -- 14 Be creative -- Part 3: Does your classroom work? -- 15 Starting the day -- 16 Do you have a seating plan? -- 17 Scanning the class -- 18 Understanding pupils' social groupings -- 19 Group dynamics -- 20 Lining up -- 21 Quality provision -- 22 Scanning to prevent disruption -- Part 4: Teaching assistants -- 23 Choosing TAs -- 24 The status of TAs -- 25 Managing TAs in the classroom -- 26 One-to-one communication -- 27 Working one-to-one with SEMH pupils -- 28 Working one-to-one outside the classroom -- 29 One-to-one behaviour reviews -- 30 Working one-to-one with older children -- Part 5: Work outside the classroom -- 31 Meeting the parents or carers -- 32 Education, health and care plans -- 33 Running an EHCP meeting -- 34 Meetings after serious incidents -- 35 Meeting parents at the gate -- Part 6: Extremely difficult behaviours -- 36 It's not always your fault -- 37 Learn from your mistakes -- 38 Poor academic self-image -- 39 Praise -- 40 Love or hate? -- 41 High-mobility activities -- 42 Are you predictable? -- 43 If punishment worked... -- 44 Triggers -- 45 It could be your fault -- 46 Take-up time -- Part 7: Keeping things calm -- 47 Entering the classroom -- 48 Achieving silence -- 49 Positive intervention -- 50 Preventative intervention -- 51 Drawing a red line intervention. 52 Marginal children who like creating trouble -- Part 8: Structures that stop things happening -- 53 Know your ABCs -- 54 Creating a behaviour expectation plan -- 55 Immediately after an incident -- 56 Creating class rules -- 57 Using class rules -- 58 Individual rewards -- 59 Class rewards -- Part 9: Triggers -- 60 Out of the blue -- 61 Calm words -- 62 Trigger kicks off -- 63 Keeping the class in check -- 64 What not to say -- 65 Be clear about the cause -- 66 There is hope -- Part 10: Coping with escalation -- 67 Escalation -- 68 Clear warnings of trouble -- 69 Raised voice vs shouting -- 70 How hard do you push? -- 71 Demand obedience -- 72 Get close -- 73 Physically prompt the child -- 74 Clear the classroom -- 75 No hesitation, no deviation -- 76 You are in a crisis -- 77 Back up -- 78 Mightier than the sword -- Part 11: Big time trouble -- crisis -- 79 Resist shouting -- 80 No threats, no ultimatums -- 81 Eyeball to eyeball! -- 82 Maybe a touch can quell the fire? -- 83 Distraction techniques -- 84 Calm insistence on just one behaviour -- 85 Safety first -- 86 Physically dangerous behaviour -- Part 12: Calming right down -- 87 De-escalating -- 88 Peace time -- 89 Release after de-escalation -- 90 Reparation -- 91 Safeguarding -- Part 13: If it's not working, analyse -- 92 Recording individual behaviours -- 93 Using your data -- 94 Is a particular child THAT difficult? -- 95 Sharing skills -- 96 Don't panic, learn -- 97 Be objective -- 98 Creative ideas -- 99 Clearing your head -- 100 Finding the balance -- Copyright Page. Problem children Education. http://id.loc.gov/authorities/subjects/sh85107105 Behavior disorders in children. http://id.loc.gov/authorities/subjects/sh86005717 Classroom management. http://id.loc.gov/authorities/subjects/sh85026819 Behavior modification. http://id.loc.gov/authorities/subjects/sh85012897 Behavior Therapy https://id.nlm.nih.gov/mesh/D001521 Troubles du comportement chez l'enfant. Classes (Éducation) Conduite. Modification du comportement. EDUCATION Administration General. bisacsh EDUCATION Organizations & Institutions. bisacsh Behavior disorders in children fast Behavior modification fast Classroom management fast Problem children Education fast has work: 100 ideas for primary teachers (Text) https://id.oclc.org/worldcat/entity/E39PCGBWxxcrHX4Xh9mQ3wF7pP https://id.oclc.org/worldcat/ontology/hasWork Print version: Howarth, Roy. 100 Ideas for Primary Teachers: Supporting Pupils with Social, Emotional and Mental Health Difficulties. London : Bloomsbury Publishing Plc, ©2019 100 ideas for teachers. |
| spellingShingle | Howarth, Roy 100 ideas for primary teachers : supporting pupils with social, emotional and mental health difficulties / 100 ideas for teachers. Cover -- Title Page -- Contents -- Introduction -- How to use this book -- Part 1: Getting to know what it's all about -- 1 What does SEMH mean? -- 2 Aliens in your classroom -- 3 Categorising disruption -- 4 More serious incidents -- 5 When things get hot -- 6 OUT OF CONTROL -- Part 2: Looking at you -- 7 Enhance your confidence and gain skills -- 8 How empathetic are you? -- 9 Start and finish with a smile -- 10 Ask these questions -- 11 Getting a lesson going -- 12 Presenting yourself to the class -- 13 What's your style and does it work? -- 14 Be creative -- Part 3: Does your classroom work? -- 15 Starting the day -- 16 Do you have a seating plan? -- 17 Scanning the class -- 18 Understanding pupils' social groupings -- 19 Group dynamics -- 20 Lining up -- 21 Quality provision -- 22 Scanning to prevent disruption -- Part 4: Teaching assistants -- 23 Choosing TAs -- 24 The status of TAs -- 25 Managing TAs in the classroom -- 26 One-to-one communication -- 27 Working one-to-one with SEMH pupils -- 28 Working one-to-one outside the classroom -- 29 One-to-one behaviour reviews -- 30 Working one-to-one with older children -- Part 5: Work outside the classroom -- 31 Meeting the parents or carers -- 32 Education, health and care plans -- 33 Running an EHCP meeting -- 34 Meetings after serious incidents -- 35 Meeting parents at the gate -- Part 6: Extremely difficult behaviours -- 36 It's not always your fault -- 37 Learn from your mistakes -- 38 Poor academic self-image -- 39 Praise -- 40 Love or hate? -- 41 High-mobility activities -- 42 Are you predictable? -- 43 If punishment worked... -- 44 Triggers -- 45 It could be your fault -- 46 Take-up time -- Part 7: Keeping things calm -- 47 Entering the classroom -- 48 Achieving silence -- 49 Positive intervention -- 50 Preventative intervention -- 51 Drawing a red line intervention. 52 Marginal children who like creating trouble -- Part 8: Structures that stop things happening -- 53 Know your ABCs -- 54 Creating a behaviour expectation plan -- 55 Immediately after an incident -- 56 Creating class rules -- 57 Using class rules -- 58 Individual rewards -- 59 Class rewards -- Part 9: Triggers -- 60 Out of the blue -- 61 Calm words -- 62 Trigger kicks off -- 63 Keeping the class in check -- 64 What not to say -- 65 Be clear about the cause -- 66 There is hope -- Part 10: Coping with escalation -- 67 Escalation -- 68 Clear warnings of trouble -- 69 Raised voice vs shouting -- 70 How hard do you push? -- 71 Demand obedience -- 72 Get close -- 73 Physically prompt the child -- 74 Clear the classroom -- 75 No hesitation, no deviation -- 76 You are in a crisis -- 77 Back up -- 78 Mightier than the sword -- Part 11: Big time trouble -- crisis -- 79 Resist shouting -- 80 No threats, no ultimatums -- 81 Eyeball to eyeball! -- 82 Maybe a touch can quell the fire? -- 83 Distraction techniques -- 84 Calm insistence on just one behaviour -- 85 Safety first -- 86 Physically dangerous behaviour -- Part 12: Calming right down -- 87 De-escalating -- 88 Peace time -- 89 Release after de-escalation -- 90 Reparation -- 91 Safeguarding -- Part 13: If it's not working, analyse -- 92 Recording individual behaviours -- 93 Using your data -- 94 Is a particular child THAT difficult? -- 95 Sharing skills -- 96 Don't panic, learn -- 97 Be objective -- 98 Creative ideas -- 99 Clearing your head -- 100 Finding the balance -- Copyright Page. Problem children Education. http://id.loc.gov/authorities/subjects/sh85107105 Behavior disorders in children. http://id.loc.gov/authorities/subjects/sh86005717 Classroom management. http://id.loc.gov/authorities/subjects/sh85026819 Behavior modification. http://id.loc.gov/authorities/subjects/sh85012897 Behavior Therapy https://id.nlm.nih.gov/mesh/D001521 Troubles du comportement chez l'enfant. Classes (Éducation) Conduite. Modification du comportement. EDUCATION Administration General. bisacsh EDUCATION Organizations & Institutions. bisacsh Behavior disorders in children fast Behavior modification fast Classroom management fast Problem children Education fast |
| subject_GND | http://id.loc.gov/authorities/subjects/sh85107105 http://id.loc.gov/authorities/subjects/sh86005717 http://id.loc.gov/authorities/subjects/sh85026819 http://id.loc.gov/authorities/subjects/sh85012897 https://id.nlm.nih.gov/mesh/D001521 |
| title | 100 ideas for primary teachers : supporting pupils with social, emotional and mental health difficulties / |
| title_auth | 100 ideas for primary teachers : supporting pupils with social, emotional and mental health difficulties / |
| title_exact_search | 100 ideas for primary teachers : supporting pupils with social, emotional and mental health difficulties / |
| title_full | 100 ideas for primary teachers : supporting pupils with social, emotional and mental health difficulties / Roy Howarth. |
| title_fullStr | 100 ideas for primary teachers : supporting pupils with social, emotional and mental health difficulties / Roy Howarth. |
| title_full_unstemmed | 100 ideas for primary teachers : supporting pupils with social, emotional and mental health difficulties / Roy Howarth. |
| title_short | 100 ideas for primary teachers : |
| title_sort | 100 ideas for primary teachers supporting pupils with social emotional and mental health difficulties |
| title_sub | supporting pupils with social, emotional and mental health difficulties / |
| topic | Problem children Education. http://id.loc.gov/authorities/subjects/sh85107105 Behavior disorders in children. http://id.loc.gov/authorities/subjects/sh86005717 Classroom management. http://id.loc.gov/authorities/subjects/sh85026819 Behavior modification. http://id.loc.gov/authorities/subjects/sh85012897 Behavior Therapy https://id.nlm.nih.gov/mesh/D001521 Troubles du comportement chez l'enfant. Classes (Éducation) Conduite. Modification du comportement. EDUCATION Administration General. bisacsh EDUCATION Organizations & Institutions. bisacsh Behavior disorders in children fast Behavior modification fast Classroom management fast Problem children Education fast |
| topic_facet | Problem children Education. Behavior disorders in children. Classroom management. Behavior modification. Behavior Therapy Troubles du comportement chez l'enfant. Classes (Éducation) Conduite. Modification du comportement. EDUCATION Administration General. EDUCATION Organizations & Institutions. Behavior disorders in children Behavior modification Classroom management Problem children Education |
| work_keys_str_mv | AT howarthroy 100ideasforprimaryteacherssupportingpupilswithsocialemotionalandmentalhealthdifficulties |