Developed in conjunction with practitioners and teachers, The Primary Behaviour Cookbook provides highly effective, practical strategies for responding to and resolving behavioural issues in primary classrooms.
Consisting of over forty `recipes', the book's unique format enables practitioners to quickly and easily access information and advice on dealing with specific behaviours. Each `recipe' details strategies and interventions for immediate application in the classroom setting, considers possible causes of the given behaviour and offers helpful approaches for responding to the child's needs in the longer term. From disengagement to impulsivity, attention-seeking, defiance, bullying, anxiety and aggression, the book's five sections cover a broad spectrum of behaviours falling within five broader categories:
Getting things done: supporting positive student engagement and achievement
Dealing with disruption: increasing motivation and skills to facilitate learning
Social interactions: resolving problematic situations that occur between pupils.
Emotional distress: understanding distress and developing coping strategies
Behaviours of special concern: recognising behaviours associated with autism, trauma, or abuse.
Underpinned by positive psychology, and emphasizing the importance of constructive relationships, communication, inclusion and child wellbeing, this is an indispensable resource for primary school teachers and assistants, behaviour support consultants, SENDCOs and educational psychologists.
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.
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