The Behaviour Manual – An Educator’s Guidebook offers over 100 strategies, approaches and teaching methods that will help any school, leader, middle leader, teacher, ECT or ITT to pro-actively lead on behaviour. It has been designed to help the entire profession and anyone at any level and all ranges of experience.
The book is divided into three broad sections. Section one examines the role of the Mothership (the school) and the role that leaders at any level can play.mSection two looks at the role of the Satellites (the key areas that make up the school) and the integral role that middle leaders play. The final section looks at the micro level, focusing on the role that teachers play and offers a plethora of approaches teachers can employ.
This book is deliberately written to help, to offer support, to offer advice and there is, bluntly, no waffle, no padding and no fluff. If you want a book that you can pick up, easily read and digest a key approach or strategy in less than 5-10 minutes then this is for you.
Author(s): Sam Strickland
Publisher: John Catt Educational
Year: 2022
Language: English
Pages: 293
City: Woodbridge
CONTENTS
INTRODUCTION
1: NEW TO LEADERSHIP/HEADSHIP
2: A RESTLESS SCHOOL?
3: THE HEADTEACHER
4: WORKING WITH TRUSTEES/MULTI-ACADEMY TRUSTS (MATS)
5: SAFEGUARDING
6: COVEY’S DEVICES
7: MISSION STATEMENTS, VISION AND VALUES
8: DEFINING YOUR ETHOS
9: STRATEGY
10: MOTHERSHIP ROUTINES
11: STANDARDS AND EXPECTATIONS: WHAT DO YOU PERMIT?
12: THE IMPORTANCE OF COMMUNICATION
13: COMMUNICATING WITH PARENTS
14: HOLDING YOUR NERVE
15: INTERCONNECTED STAFFING APPROACH
16: HOW MANY SENIOR LEADERS?
17: VISIBLE LEADERS
18: RED LINES
19: SCHOOL RULES: YES OR NO?
20: HOW MANY WARNINGS?
21: MOBILE PHONES
22: THE SOCIAL NORM
23: PROMOTING CHARACTER
24: MAKING SMALL STUFF A BIG DEAL
25: CENTRALISED OR DECENTRALISED BEHAVIOUR SYSTEMS?
26: ON-CALL SYSTEMS
27: ISOLATION/REMOVAL FROM CLASS
28: HATE AND BULLYING
29: RESTORATIVE JUSTICE
30: HOUSE SYSTEMS
31: PUPIL LEADERSHIP OPPORTUNITIES
32: MANNERS/BECAUSE WE CARE
33: REWARDS
34: THOUGHT FOR THE WEEK
35: ALTERNATIVE PROVISION/ALTERNATIVE SUPPORT
36: ADDITIONAL SUPPORT
37: STUDENT SERVICES
38: TIMETABLING
39: BLAMING STAFF
40: PLATFORMING STAFF: THE TEACHER IS THE EXPERT
41: TEACHER WORKLOAD
42: MARKING
43: STAFF TRAINING: PART 1
44: STAFF TRAINING: PART 2
45: OPEN-DOOR APPROACH
46: BEING THE ADULT: BUILDING RELATIONSHIPS
47: UNIFORM: YES OR NO?
48: EQUIPPING PUPILS
49: USING YOUR SCHOOL BUILDING TO SUPPORT BEHAVIOUR
50: UNSTRUCTURED TIME: LUNCH
51: TUTOR PERIODS/THE ROLE OF THE TUTOR
52: ASSEMBLIES
53: LINE-UPS
54: WHERE TO DRAW THE LINE?
55: TRANSITION
56: OFSTED QUESTIONS
57: QUALITY ASSURANCE
58: ATTENDANCE
59: REPORT SYSTEMS
60: TRACKING BEHAVIOUR DATA
61: BEHAVIOURAL RESEARCH GROUP
62: BEHAVIOUR CHARTER
THE MOTHERSHIP: CONCLUDING THOUGHTS
REFLECTIONS
INTRODUCTION
63: NEW TO MIDDLE LEADERSHIP
64: YOUR KINGDOM?
65: LEADING AND MANAGING
66: TRAINING YOUR TEAM
67: SAFEGUARDING
68: CURRICULUM DESIGN
69: LEADING AND SUPPORTING A TEAM OF TUTORS
70: BIG LECTURES
71: OFSTED QUESTIONS
72: SUPPORTING CHILDREN
SATELLITES: CONCLUDING THOUGHTS
REFLECTIONS
INTRODUCTION
73: CURATING YOUR CLASSROOM CULTURE
74: PLANNING FOR POSITIVE BEHAVIOUR
75: KNOWING YOUR PUPILS
76: COGNITIVE LOAD
77: BUILDING POSITIVE RELATIONSHIPS
78: YOUR CLASSROOM, YOUR RULES/EXPECTATIONS
79: KNOW WHAT YOU WANT
80: HEALTH AND SAFETY AND USING THE ROOM
81: CLASSROOM ASSISTANTS/TEACHING ASSISTANTS
82: TEACHING CHARACTER
83: A SIMPLE APPROACH TO LESSONS
84: ROUTINES FOR LEARNING
85: FRONT-LOAD YOUR EXPECTATIONS
86: CONSEQUENCE OR CORRECTION?
87: HOW MANY WARNINGS?
88: STARTING LESSONS
89: BIG QUESTIONS
90: COMMAND THE ROOM
91: THE NATURAL STATE
92: POSITIVE FRAMING
93: I/WE/YOU
94: EVERYONE PARTICIPATES
95: TRACKING THE TEXT
96: COLD CALLING
97: SIMPLE LANGUAGE AND INSTRUCTIONS
98: CLOSED CHOICES
99: BRACKETING THE BEHAVIOUR
100: THE USE OF PROFESSIONAL LANGUAGE
101: WORKING THE ROOM: YOUR POSITIONING IN RELATION TO THE PUPILS
102: SHOW ME YOUR BEST
103: VERBAL AND NON-VERBAL SIGNALS
104: THINK-PAIR-SHARE
105: ARTICULATING FULL SENTENCES
106: DE-ESCALATING ISSUES
107: ENDING LESSONS
108: REBOOTS
109: CURRICULUM APPROACHES
110: PARENTAL ENGAGEMENT
111: THE IMPORTANCE OF BEING A FORM TUTOR
112: DEALING WITH EMERGENCIES
113: SAFEGUARDING
114: EDUCATIONAL VISITS
115: YOU: THE HALLMARKS OF AN EFFECTIVE TEACHER
116: OFSTED QUESTIONS
THE MICRO LEVEL: CONCLUDING THOUGHTS
REFLECTIONS
FINAL REMARKS
REFLECTIONS
REFERENCES
