Based on latest research in the field, this book links theory and practice with key agendas and policies on behaviour, children’s mental health and well-being. It considers how policy and research influence and provides a range of whole-school and individual-teacher actions to support all children, but particularly for those whose behaviour is seen as challenging.
Emma Clarke provides guidance on how practitioners should most effectively support children and manage pupils’ behaviour and tracks how theory and policy has had a meaningful impact on what we do in the classroom. The book is divided into three distinct parts, each with its own set of reflective activities and thinking points as well as suggestions for further reading. Chapters in section one includes a focus on what informs the actions taken to support and manage behaviour in the classroom. In section two, the chapters move on to consider specific approaches and delve into the theories and research which underpin them. The final section shares ethos-focused approaches to supporting behaviour including the use of philosophical inquiry by Dr Aimee Quickfall, a timely and highly important review of the ‘eternal verities’ by Professor John Visser, and an overview of Finnish perspectives on behaviour in schools – a country often, and rightly, held up as a beacon on good practice.
The book presents a range of research, policy and practice and, as such, aim to be of use to a range of readers. It can support and develop practitioners in the classroom, from early career teachers to those with a wealth of experience, as well as senior leaders and those working in wider contexts with children. It will also be useful for students and researchers due to the balance of theory and practice presented.
Author(s): Emma Clarke
Series: Connecting Research with Practice in Special and Inclusive Education
Publisher: Routledge
Year: 2021
Language: English
Pages: 222
City: London
Cover
Half Title
Series Page
Title Page
Copyright Page
Table of Contents
Introduction: New perspectives on classroom behaviour?
Who the book is for?
How to use this book
My own experiences
Where are we now?
Review
Practice-related take-away:
Practitioner reading:
References
Part I: Framing the actions we take
Chapter 1: Behaviour, well-being and mental health
Foundations
Building blocks
Review
Possible mental health and well-being implications:
Practitioner-related take-away:
Practitioner reading:
References
Chapter 2: Acronyms and attitudes
Foundations
Building blocks
Review
Practitioner-related take-away:
Practitioner Reading:
References
Chapter 3: School policies: Possibilities and problems
Foundations
Building blocks
Review
Whole-school actions might include some or all of the following:
Individual teacher actions might include some or all of the following:
Possible mental health and well-being implications:
Practitioner-related take-away:
Practitioner reading:
References
Framing the actions we take: Conclusion
References
Part II: Introduction: Attitudes, beliefs and perspectives
Chapter 4: Theory and the classroom
Foundations
Building blocks
Psychological models – behavioural theories
Possible strengths in the classroom
Possible limitations in the classroom
Cognitive-behavioural theories
Possible strengths in the classroom
Possible limitations in the classroom
Sociocultural models
Humanistic approaches
Possible strengths in the classroom
Possible limitations in the classroom
Systemic approaches
Possible strengths in the classroom
Possible limitations in the classroom
Medical and biopsychosocial models
Possible strengths of these approaches in the classroom
Possible limitations of these approaches in the classroom
Review
Possible mental health and well-being implications:
Practitioner-related take-away:
Practitioner reading:
References
Chapter 5: Restorative practice: Reconciliation and restitution
Foundations
Building blocks
Possible advantages of this approach in the classroom
Possible disadvantages of this approach in the classroom
Review
Practitioner-related take-away:
Practitioner reading:
References
Chapter 6: Solution focused working: Celebrating success
Foundations
Building blocks
The miracle question
Scaling
Possible advantages of this approach in the classroom
Possible disadvantages of this approach in the classroom
Review
Possible mental health and well-being implications:
Practice-related take-away:
Practitioner reading:
References
Attitudes, beliefs and perspectives: Conclusion
References
Part III: Beyond strategies to embedded ethos
Chapter 7: Philosophical inquiry as a tool for well-being
Foundations
Building blocks
Starting up
Preparing for a session
Process for a session (approximately an hour)
Experiences of behaviour and strengthening well-being
Review
Practitioner-related take-away:
Practitioner Reading:
References
Chapter 8: Verities revisited: Keeping behaviour in perspective
Classrooms and behaviour
‘Good behaviour’ and ‘misbehaviour’
What, then, should we do about behaviour?
Systemic factors for successful interventions
Verities
What is an ‘eternal verity’?
Eternal verities
Behaviour can change: emotional needs can be met
Intervention is second to prevention
Instructional reactions
Transparency in communications
Empathy and equity
Boundaries and challenge
Building positive relationships
Humour
The range of eternal verities
Review
Practitioner-related take-away:
Practitioner reading:
References
Chapter 9: International perspectives: Behaviour management in Finland
Introduction
Finnish school culture
Schools, national core curriculum and transversal competence areas
Learning environments
Teacher training and teachers
Pedagogy and pedagogical support
Example of research on behavioural management
Conclusions and critical viewpoint
References
Beyond strategies to embedded ethos: Conclusion
References
Final thoughts
References
Index
